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Sample records for active learning modules

  1. Finite Element Learning Modules as Active Learning Tools

    ERIC Educational Resources Information Center

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  2. Learning new gait patterns: Exploratory muscle activity during motor learning is not predicted by motor modules.

    PubMed

    Ranganathan, Rajiv; Krishnan, Chandramouli; Dhaher, Yasin Y; Rymer, William Z

    2016-03-21

    The motor module hypothesis in motor control proposes that the nervous system can simplify the problem of controlling a large number of muscles in human movement by grouping muscles into a smaller number of modules. Here, we tested one prediction of the modular organization hypothesis by examining whether there is preferential exploration along these motor modules during the learning of a new gait pattern. Healthy college-aged participants learned a new gait pattern which required increased hip and knee flexion during the swing phase while walking in a lower-extremity robot (Lokomat). The new gait pattern was displayed as a foot trajectory in the sagittal plane and participants attempted to match their foot trajectory to this template. We recorded EMG from 8 lower-extremity muscles and we extracted motor modules during both baseline walking and target-tracking using non-negative matrix factorization (NMF). Results showed increased trajectory variability in the first block of learning, indicating that participants were engaged in exploratory behavior. Critically, when we examined the muscle activity during this exploratory phase, we found that the composition of motor modules changed significantly within the first few strides of attempting the new gait pattern. The lack of persistence of the motor modules under even short time scales suggests that motor modules extracted during locomotion may be more indicative of correlated muscle activity induced by the task constraints of walking, rather than reflecting a modular control strategy.

  3. A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities

    ERIC Educational Resources Information Center

    Platteaux, Hervé; Hoein, Sergio

    2015-01-01

    This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or…

  4. Selective Estrogen Receptor Modulation Increases Hippocampal Activity during Probabilistic Association Learning in Schizophrenia.

    PubMed

    Kindler, Jochen; Weickert, Cynthia Shannon; Skilleter, Ashley J; Catts, Stanley V; Lenroot, Rhoshel; Weickert, Thomas W

    2015-09-01

    People with schizophrenia show probabilistic association learning impairment in conjunction with abnormal neural activity. The selective estrogen receptor modulator (SERM) raloxifene preserves neural activity during memory in healthy older men and improves memory in schizophrenia. Here, we tested the extent to which raloxifene modifies neural activity during learning in schizophrenia. Nineteen people with schizophrenia participated in a twelve-week randomized, double-blind, placebo-controlled, cross-over adjunctive treatment trial of the SERM raloxifene administered orally at 120 mg daily to assess brain activity during probabilistic association learning using functional magnetic resonance imaging (fMRI). Raloxifene improved probabilistic association learning and significantly increased fMRI BOLD activity in the hippocampus and parahippocampal gyrus relative to placebo. A separate region of interest confirmatory analysis in 21 patients vs 36 healthy controls showed a positive association between parahippocampal neural activity and learning in patients, but no such relationship in the parahippocampal gyrus of healthy controls. Thus, selective estrogen receptor modulation by raloxifene concurrently increases activity in the parahippocampal gyrus and improves probabilistic association learning in schizophrenia. These results support a role for estrogen receptor modulation of mesial temporal lobe neural activity in the remediation of learning disabilities in both men and women with schizophrenia.

  5. The Geography of Greenhouse Gas Emissions: Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Liverman, Diana; Solem, Michael

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module examines the geography of human activities that produce the major…

  6. Expanding Voluntary Active-learning Opportunities for Pharmacy Students in a Respiratory Physiology Module

    PubMed Central

    Ernst, Hardy; Colthorpe, Kay

    2008-01-01

    Objectives To expand voluntary active-learning opportunities for bachelor of pharmacy students enrolled in a third-year human physiology and pharmacology course and determine whether the additional course components improved learning outcomes. Design Additional voluntary active-learning opportunities including a large-class tutorial, additional formative assessment, and an online discussion were added to the Respiratory Physiology Module of the course. Examination scores were compared with those from previous years. A questionnaire was administered to assess students' perception of the active-learning components. Assessment Mean examination scores increased from 69.3% ± 24.4% in 2003 to 88.9% ± 13.4% in 2004 and 86.9% ± 17.6% in 2005, after the addition of the active-learning components. Students' overall perception of the value of the active-learning activities was positive. Summary The addition of voluntary active-learning course components to a required pharmacy course resulted in improved student examination scores, and decreased failure rate, and were accomplished at low cost and with little additional staff time. PMID:18483596

  7. Transcranial Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training.

    PubMed

    Choe, Jaehoon; Coffman, Brian A; Bergstedt, Dylan T; Ziegler, Matthias D; Phillips, Matthew E

    2016-01-01

    Skill acquisition requires distributed learning both within (online) and across (offline) days to consolidate experiences into newly learned abilities. In particular, piloting an aircraft requires skills developed from extensive training and practice. Here, we tested the hypothesis that transcranial direct current stimulation (tDCS) can modulate neuronal function to improve skill learning and performance during flight simulator training of aircraft landing procedures. Thirty-two right-handed participants consented to participate in four consecutive daily sessions of flight simulation training and received sham or anodal high-definition-tDCS to the right dorsolateral prefrontal cortex (DLPFC) or left motor cortex (M1) in a randomized, double-blind experiment. Continuous electroencephalography (EEG) and functional near infrared spectroscopy (fNIRS) were collected during flight simulation, n-back working memory, and resting-state assessments. tDCS of the right DLPFC increased midline-frontal theta-band activity in flight and n-back working memory training, confirming tDCS-related modulation of brain processes involved in executive function. This modulation corresponded to a significantly different online and offline learning rates for working memory accuracy and decreased inter-subject behavioral variability in flight and n-back tasks in the DLPFC stimulation group. Additionally, tDCS of left M1 increased parietal alpha power during flight tasks and tDCS to the right DLPFC increased midline frontal theta-band power during n-back and flight tasks. These results demonstrate a modulation of group variance in skill acquisition through an increasing in learned skill consistency in cognitive and real-world tasks with tDCS. Further, tDCS performance improvements corresponded to changes in electrophysiological and blood-oxygenation activity of the DLPFC and motor cortices, providing a stronger link between modulated neuronal function and behavior. PMID:26903841

  8. Transcranial Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training.

    PubMed

    Choe, Jaehoon; Coffman, Brian A; Bergstedt, Dylan T; Ziegler, Matthias D; Phillips, Matthew E

    2016-01-01

    Skill acquisition requires distributed learning both within (online) and across (offline) days to consolidate experiences into newly learned abilities. In particular, piloting an aircraft requires skills developed from extensive training and practice. Here, we tested the hypothesis that transcranial direct current stimulation (tDCS) can modulate neuronal function to improve skill learning and performance during flight simulator training of aircraft landing procedures. Thirty-two right-handed participants consented to participate in four consecutive daily sessions of flight simulation training and received sham or anodal high-definition-tDCS to the right dorsolateral prefrontal cortex (DLPFC) or left motor cortex (M1) in a randomized, double-blind experiment. Continuous electroencephalography (EEG) and functional near infrared spectroscopy (fNIRS) were collected during flight simulation, n-back working memory, and resting-state assessments. tDCS of the right DLPFC increased midline-frontal theta-band activity in flight and n-back working memory training, confirming tDCS-related modulation of brain processes involved in executive function. This modulation corresponded to a significantly different online and offline learning rates for working memory accuracy and decreased inter-subject behavioral variability in flight and n-back tasks in the DLPFC stimulation group. Additionally, tDCS of left M1 increased parietal alpha power during flight tasks and tDCS to the right DLPFC increased midline frontal theta-band power during n-back and flight tasks. These results demonstrate a modulation of group variance in skill acquisition through an increasing in learned skill consistency in cognitive and real-world tasks with tDCS. Further, tDCS performance improvements corresponded to changes in electrophysiological and blood-oxygenation activity of the DLPFC and motor cortices, providing a stronger link between modulated neuronal function and behavior.

  9. Transcranial Direct Current Stimulation Modulates Neuronal Activity and Learning in Pilot Training

    PubMed Central

    Choe, Jaehoon; Coffman, Brian A.; Bergstedt, Dylan T.; Ziegler, Matthias D.; Phillips, Matthew E.

    2016-01-01

    Skill acquisition requires distributed learning both within (online) and across (offline) days to consolidate experiences into newly learned abilities. In particular, piloting an aircraft requires skills developed from extensive training and practice. Here, we tested the hypothesis that transcranial direct current stimulation (tDCS) can modulate neuronal function to improve skill learning and performance during flight simulator training of aircraft landing procedures. Thirty-two right-handed participants consented to participate in four consecutive daily sessions of flight simulation training and received sham or anodal high-definition-tDCS to the right dorsolateral prefrontal cortex (DLPFC) or left motor cortex (M1) in a randomized, double-blind experiment. Continuous electroencephalography (EEG) and functional near infrared spectroscopy (fNIRS) were collected during flight simulation, n-back working memory, and resting-state assessments. tDCS of the right DLPFC increased midline-frontal theta-band activity in flight and n-back working memory training, confirming tDCS-related modulation of brain processes involved in executive function. This modulation corresponded to a significantly different online and offline learning rates for working memory accuracy and decreased inter-subject behavioral variability in flight and n-back tasks in the DLPFC stimulation group. Additionally, tDCS of left M1 increased parietal alpha power during flight tasks and tDCS to the right DLPFC increased midline frontal theta-band power during n-back and flight tasks. These results demonstrate a modulation of group variance in skill acquisition through an increasing in learned skill consistency in cognitive and real-world tasks with tDCS. Further, tDCS performance improvements corresponded to changes in electrophysiological and blood-oxygenation activity of the DLPFC and motor cortices, providing a stronger link between modulated neuronal function and behavior. PMID:26903841

  10. Modulation of neural activity during observational learning of actions and their sequential orders.

    PubMed

    Frey, Scott H; Gerry, Valerie E

    2006-12-20

    How does the brain transform perceptual representations of others' actions into motor representations that can be used to guide behavior? Here we used functional magnetic resonance imaging to record human brain activity while subjects watched others construct multipart objects under varied task demands. We find that relative to resting baseline, passive action observation increases activity within inferior frontal and parietal cortices implicated in action encoding (mirror system) and throughout a distributed network of areas involved in motor representation, including dorsal premotor cortex, pre-supplementary motor area, cerebellum, and basal ganglia (experiments 1 and 2). Relative to passive observation, these same areas show increased activity when subjects observe with the intention to subsequently reproduce component actions using the demonstrated sequential procedures (experiment 1). Observing the same actions with the intention of reproducing component actions, but without the requirement to use the demonstrated sequential procedure, increases activity in the same regions, although to a lesser degree (experiment 2). These findings demonstrate that when attempting to learn behaviors through observation, the observers' intentions modulate responses in a widely distributed network of cortical and subcortical regions implicated previously in action encoding and/or motor representation. Among these regions, only activity within the right intraparietal sulcus predicts the accuracy with which observed procedures are subsequently performed. Successful formation of motor representations of sequential procedures through observational learning is dependent on computations implemented within this parietal region. PMID:17182769

  11. Cannabinoid modulation of prefrontal-limbic activation during fear extinction learning and recall in humans.

    PubMed

    Rabinak, Christine A; Angstadt, Mike; Lyons, Maryssa; Mori, Shoko; Milad, Mohammed R; Liberzon, Israel; Phan, K Luan

    2014-09-01

    Pre-extinction administration of Δ9-tetrahydrocannibinol (THC) facilitates recall of extinction in healthy humans, and evidence from animal studies suggest that this likely occurs via enhancement of the cannabinoid system within the ventromedial prefrontal cortex (vmPFC) and hippocampus (HIPP), brain structures critical to fear extinction. However, the effect of cannabinoids on the underlying neural circuitry of extinction memory recall in humans has not been demonstrated. We conducted a functional magnetic resonance imaging (fMRI) study using a randomized, double-blind, placebo-controlled, between-subjects design (N=14/group) coupled with a standard Pavlovian fear extinction paradigm and an acute pharmacological challenge with oral dronabinol (synthetic THC) in healthy adult volunteers. We examined the effects of THC on vmPFC and HIPP activation when tested for recall of extinction learning 24 h after extinction learning. Compared to subjects who received placebo, participants who received THC showed increased vmPFC and HIPP activation to a previously extinguished conditioned stimulus (CS+E) during extinction memory recall. This study provides the first evidence that pre-extinction administration of THC modulates prefrontal-limbic circuits during fear extinction in humans and prompts future investigation to test if cannabinoid agonists can rescue or correct the impaired behavioral and neural function during extinction recall in patients with PTSD. Ultimately, the cannabinoid system may serve as a promising target for innovative intervention strategies (e.g. pharmacological enhancement of exposure-based therapy) in PTSD and other fear learning-related disorders.

  12. Cannabinoid modulation of prefrontal-limbic activation during fear extinction learning and recall in humans

    PubMed Central

    Rabinak, Christine A.; Angstadt, Mike; Lyons, Maryssa; Mori, Shoko; Milad, Mohammed R.; Liberzon, Israel; Phan, K. Luan

    2013-01-01

    Pre-extinction administration of ∆9-tetrahydrocannibinol (THC) facilitates recall of extinction in healthy humans, and evidence from animal studies suggest that this likely involves via enhancement of the cannabinoid system within the ventromedial prefrontal cortex (vmPFC) and hippocampus (HIPP), brain structures critical to fear extinction. However, the effect of cannabinoids on the underlying neural circuitry of extinction memory recall in humans has not been demonstrated. We conducted a functional magnetic resonance imaging (fMRI) study using a randomized, double-blind, placebo-controlled, between-subjects design (N=14/group) coupled with a standard Pavlovian fear extinction paradigm and an acute pharmacological challenge with oral dronabinol (synthetic THC) in healthy adult volunteers. We examined the effects of THC on vmPFC and HIPP activation when tested for recall of extinction learning 24 hours after extinction learning. Compared to subjects who received placebo, participants who received THC showed increased vmPFC and HIPP activation to a previously extinguished conditioned stimulus (CS+E) during extinction memory recall. This study provides the first evidence that pre-extinction administration of THC modulates prefrontal-limbic circuits during fear extinction in humans and prompts future investigation to test if cannabinoid agonists can rescue or correct the impaired behavioral and neural function during extinction recall in patients with PTSD. Ultimately, the cannabinoid system may serve as a promising target for innovative intervention strategies (e.g. pharmacological enhancement of exposure-based therapy) in PTSD and other fear learning-related disorders. PMID:24055595

  13. Amygdala Modulation of Cerebellar Learning

    PubMed Central

    Farley, Sean J.; Radley, Jason J.

    2016-01-01

    Previous studies showed that amygdala lesions or inactivation slow the acquisition rate of cerebellum-dependent eyeblink conditioning, a type of associative motor learning. The current study was designed to determine the behavioral nature of amygdala–cerebellum interactions, to identify the neural pathways underlying amygdala–cerebellum interactions, and to examine how the amygdala influences cerebellar learning mechanisms in rats. Pharmacological inactivation of the central amygdala (CeA) severely impaired acquisition and retention of eyeblink conditioning, indicating that the amygdala continues to interact with the cerebellum after conditioning is consolidated (Experiment 1). CeA inactivation also substantially reduced stimulus-evoked and learning-related neuronal activity in the cerebellar anterior interpositus nucleus during acquisition and retention of eyeblink conditioning (Experiment 2). A very small proportion of cerebellar neurons responded to the conditioned stimulus (CS) during CeA inactivation. Finally, retrograde and anterograde tracing experiments identified the basilar pontine nucleus at the confluence of outputs from CeA that may support amygdala modulation of CS input to the cerebellum (Experiment 3). Together, these results highlight a role for the CeA in the gating of CS-related input to the cerebellum during motor learning that is maintained even after the conditioned response is well learned. SIGNIFICANCE STATEMENT The current study is the first to demonstrate that the amygdala modulates sensory-evoked and learning-related neuronal activity within the cerebellum during acquisition and retention of associative learning. The findings suggest a model of amygdala–cerebellum interactions in which the amygdala gates conditioned stimulus inputs to the cerebellum through a direct projection from the medial central nucleus to the basilar pontine nucleus. Amygdala gating of sensory input to the cerebellum may be an attention-like mechanism that

  14. Neural mechanisms of infant learning: differences in frontal theta activity during object exploration modulate subsequent object recognition

    PubMed Central

    Begus, Katarina; Southgate, Victoria; Gliga, Teodora

    2015-01-01

    Investigating learning mechanisms in infancy relies largely on behavioural measures like visual attention, which often fail to predict whether stimuli would be encoded successfully. This study explored EEG activity in the theta frequency band, previously shown to predict successful learning in adults, to directly study infants' cognitive engagement, beyond visual attention. We tested 11-month-old infants (N = 23) and demonstrated that differences in frontal theta-band oscillations, recorded during infants' object exploration, predicted differential subsequent recognition of these objects in a preferential-looking test. Given that theta activity is modulated by motivation to learn in adults, these findings set the ground for future investigation into the drivers of infant learning. PMID:26018832

  15. Human Health in the Balance. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Meade, Melinda S.; Washburn, Sarah; Holman, Jeremy T.

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module states that human health is a product of complex interactions among…

  16. Can Active Citizenship Be Learned? Examining Content and Activities in a Teacher's Education Module Engaging with Gandhi and Makiguchi

    ERIC Educational Resources Information Center

    Sharma, Namrata

    2015-01-01

    Can active citizenship be learned? In recent years, teaching citizenship issues are becoming popular in schools across various parts of the world. This paper makes reference to India as an example. It argues the need for a pedagogical debate on what makes an active citizen. The complex questions it begins to address are these: who is a citizen?;…

  17. Learning Environments: An Instructional Module.

    ERIC Educational Resources Information Center

    Wiley, Ann L.

    This self-instructional module includes learner objectives, text, practice exercises and answer sheets addressing developments in research on learning environments and why instructional technologists should take the lead in applying the resulting knowledge to the design of training areas. Favorable learning environments are described in general…

  18. Cosmetology. Computerized Learning Modules.

    ERIC Educational Resources Information Center

    Finnerty, Kathy, Ed.

    Intended to help reading-limited students meet course objectives, these 11 modules are based on instructional materials in cosmetology that have a higher readability equivalent. Modules cover bacteriology, chemical waving, scalp and hair massage, chemistry, hair shaping, hairstyling, chemical hair relaxing, hair coloring, skin and scalp,…

  19. Noradrenergic stimulation modulates activation of extinction-related brain regions and enhances contextual extinction learning without affecting renewal

    PubMed Central

    Lissek, Silke; Glaubitz, Benjamin; Güntürkün, Onur; Tegenthoff, Martin

    2015-01-01

    Renewal in extinction learning describes the recovery of an extinguished response if the extinction context differs from the context present during acquisition and recall. Attention may have a role in contextual modulation of behavior and contribute to the renewal effect, while noradrenaline (NA) is involved in attentional processing. In this functional magnetic resonance imaging (fMRI) study we investigated the role of the noradrenergic system for behavioral and brain activation correlates of contextual extinction and renewal, with a particular focus upon hippocampus and ventromedial prefrontal cortex (PFC), which have crucial roles in processing of renewal. Healthy human volunteers received a single dose of the NA reuptake inhibitor atomoxetine prior to extinction learning. During extinction of previously acquired cue-outcome associations, cues were presented in a novel context (ABA) or in the acquisition context (AAA). In recall, all cues were again presented in the acquisition context. Atomoxetine participants (ATO) showed significantly faster extinction compared to placebo (PLAC). However, atomoxetine did not affect renewal. Hippocampal activation was higher in ATO during extinction and recall, as was ventromedial PFC activation, except for ABA recall. Moreover, ATO showed stronger recruitment of insula, anterior cingulate, and dorsolateral/orbitofrontal PFC. Across groups, cingulate, hippocampus and vmPFC activity during ABA extinction correlated with recall performance, suggesting high relevance of these regions for processing the renewal effect. In summary, the noradrenergic system appears to be involved in the modification of established associations during extinction learning and thus has a role in behavioral flexibility. The assignment of an association to a context and the subsequent decision on an adequate response, however, presumably operate largely independently of noradrenergic mechanisms. PMID:25745389

  20. Health Activities Project (HAP): Breathing Fitness Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within this module are teacher and student folios describing four activities which involve students in learning how to measure their…

  1. Adaptable Web Modules to Stimulate Active Learning in Engineering Hydrology using Data and Model Simulations of Three Regional Hydrologic Systems

    NASA Astrophysics Data System (ADS)

    Habib, E. H.; Tarboton, D. G.; Lall, U.; Bodin, M.; Rahill-Marier, B.; Chimmula, S.; Meselhe, E. A.; Ali, A.; Williams, D.; Ma, Y.

    2013-12-01

    The hydrologic community has long recognized the need for broad reform in hydrologic education. A paradigm shift is critically sought in undergraduate hydrology and water resource education by adopting context-rich, student-centered, and active learning strategies. Hydrologists currently deal with intricate issues rooted in complex natural ecosystems containing a multitude of interconnected processes. Advances in the multi-disciplinary field include observational settings such as Critical Zone and Water, Sustainability and Climate Observatories, Hydrologic Information Systems, instrumentation and modeling methods. These research advances theory and practices call for similar efforts and improvements in hydrologic education. The typical, text-book based approach in hydrologic education has focused on specific applications and/or unit processes associated with the hydrologic cycle with idealizations, rather than the contextual relations in the physical processes and the spatial and temporal dynamics connecting climate and ecosystems. An appreciation of the natural variability of these processes will lead to graduates with the ability to develop independent learning skills and understanding. This appreciation cannot be gained in curricula where field components such as observational and experimental data are deficient. These types of data are also critical when using simulation models to create environments that support this type of learning. Additional sources of observations in conjunction with models and field data are key to students understanding of the challenges associated with using models to represent such complex systems. Recent advances in scientific visualization and web-based technologies provide new opportunities for the development of active learning techniques utilizing ongoing research. The overall goal of the current study is to develop visual, case-based, data and simulation driven learning experiences to instructors and students through a web

  2. Let's Learn About Energy, Module A. Pilot Form.

    ERIC Educational Resources Information Center

    Pasco County Schools, Dade City, FL.

    This booklet is one of a set of learning modules on energy for use by students and teachers in the fourth grade. This module defines energy and examines simple machines. Laboratory activities and a values exercise are included. (BT)

  3. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 2: Modules 9-16.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  4. Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Kuby, Michael

    Since the beginning of the scientific revolution in the 1700s, the absolute scale of the human economy has increased many times over, and, with it, the impact on the natural environment. This learning module's activities introduce the student to linkages among population growth, energy use, level of economic and technological development and their…

  5. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 1: Modules 1-8.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  6. Think Locally, Act Globally! Linking Local and Global Communities through Democracy and Environment. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Dowler, Lorraine

    Designed so that it can be adapted to a wide range of student abilities and institutional settings, this learning module on the human dimensions of global change seeks to: actively engage students in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative…

  7. Persistent ERK Activation Maintains Learning-Induced Long-Lasting Modulation of Synaptic Connectivity

    ERIC Educational Resources Information Center

    Cohen-Matsliah, Sivan Ida; Seroussi, Yaron; Rosenblum, Kobi; Barkai, Edi

    2008-01-01

    Pyramidal neurons in the piriform cortex from olfactory-discrimination (OD) trained rats undergo synaptic modifications that last for days after learning. A particularly intriguing modification is reduced paired-pulse facilitation (PPF) in the synapses interconnecting these cells; a phenomenon thought to reflect enhanced synaptic release. The…

  8. Mangroves Build Land. "Mangroves are a Valuable Resource." Grades 7 and 8. A Two Lesson Unit. Student Learning Activity Module.

    ERIC Educational Resources Information Center

    Frank, James

    This module is an activity and film-oriented unit focusing on the importance of mangroves in the South Florida ecosystem. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways…

  9. Effects of aging on value-directed modulation of semantic network activity during verbal learning.

    PubMed

    Cohen, Michael S; Rissman, Jesse; Suthana, Nanthia A; Castel, Alan D; Knowlton, Barbara J

    2016-01-15

    While impairments in memory recall are apparent in aging, older adults show a remarkably preserved ability to selectively remember information deemed valuable. Here, we use fMRI to compare brain activation in healthy older and younger adults during encoding of high and low value words to determine whether there are differences in how older adults achieve value-directed memory selectivity. We find that memory selectivity in older adults is associated with value-related changes in activation during word presentation in left hemisphere regions that are involved in semantic processing, similar to young adults. However, highly selective young adults show a relatively greater increase in semantic network activity during encoding of high-value items, whereas highly selective older adults show relatively diminished activity during encoding of low-value items. Additionally, only younger adults showed value-related increases in activity in semantic and reward processing regions during presentation of the value cue preceding each to-be-remembered word. Young adults therefore respond to cue value more proactively than do older adults, yet the magnitude of value-related differences in cue period brain activity did not predict individual differences in memory selectivity. Thus, our data also show that age-related reductions in prestimulus activity do not always lead to inefficient performance. PMID:26244278

  10. Applying Economics Using Interactive Learning Modules

    ERIC Educational Resources Information Center

    Goma, Ophelia D.

    2010-01-01

    This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…

  11. Sticking with the nice guy: trait warmth information impairs learning and modulates person perception brain network activity.

    PubMed

    Lee, Victoria K; Harris, Lasana T

    2014-12-01

    Social learning requires inferring social information about another person, as well as evaluating outcomes. Previous research shows that prior social information biases decision making and reduces reliance on striatal activity during learning (Delgado, Frank, & Phelps, Nature Neuroscience 8 (11): 1611-1618, 2005). A rich literature in social psychology on person perception demonstrates that people spontaneously infer social information when viewing another person (Fiske & Taylor, 2013) and engage a network of brain regions, including the medial prefrontal cortex, temporal parietal junction, superior temporal sulcus, and precuneus (Amodio & Frith, Nature Reviews Neuroscience, 7(4), 268-277, 2006; Haxby, Gobbini, & Montgomery, 2004; van Overwalle Human Brain Mapping, 30, 829-858, 2009). We investigate the role of these brain regions during social learning about well-established dimensions of person perception-trait warmth and trait competence. We test the hypothesis that activity in person perception brain regions interacts with learning structures during social learning. Participants play an investment game where they must choose an agent to invest on their behalf. This choice is guided by cues signaling trait warmth or trait competence based on framing of monetary returns. Trait warmth information impairs learning about human but not computer agents, while trait competence information produces similar learning rates for human and computer agents. We see increased activation to warmth information about human agents in person perception brain regions. Interestingly, activity in person perception brain regions during the decision phase negatively predicts activity in the striatum during feedback for trait competence inferences about humans. These results suggest that social learning may engage additional processing within person perception brain regions that hampers learning in economic contexts.

  12. Introduction to the Human Dimensions of Global Change. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Archer, Emma R. M.; Turner, Billie L., II

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module provides students with a broad overview of the human dimensions of…

  13. Human Driving Forces and Their Impacts on Land Use/Land Cover. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Moser, Susanne

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all…

  14. Global Change and Urbanization in Latin America. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Hilbert, Sarah; Lawson, Victoria

    This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module examines how social, economic, political, and environmental forces…

  15. Performance Based Education. Technology Activity Modules.

    ERIC Educational Resources Information Center

    Custer, Rodney L., Ed.

    These Technology Activity Modules are designed to serve as an implementation resource for technology education teachers as they integrate technology education with Missouri's Academic Performance Standards and provide a source of activities and activity ideas that can be used to integrate and reinforce learning across the curriculum. The modules…

  16. Learning as Activity.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

    Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process. (LRW)

  17. Creating a Safe Climate for Active Learning and Student Engagement: An Example from an Introductory Social Work Module

    ERIC Educational Resources Information Center

    Ni Raghallaigh, M.; Cunniffe, R.

    2013-01-01

    This article explores the experiences of students who participated in a series of seminars that employed active learning methodologies. The study on which the article is based involved two parts. First, students completed a questionnaire after each seminar, resulting in 468 questionnaires. Second, nine students participated in a focus group where…

  18. Designing Online Learning Modules in Kinesiology

    ERIC Educational Resources Information Center

    McFarlin, Brian K.; Weintraub, Randi J.; Breslin, Whitney; Carpenter, Katie C.; Strohacker, Kelley

    2011-01-01

    Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and…

  19. Learning Activities.

    ERIC Educational Resources Information Center

    Tipton, Tom, Ed.

    1983-01-01

    Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)

  20. The activation of histamine-sensitive sites of the ventral hippocampus modulates the consolidation of a learned active avoidance response in rats.

    PubMed

    Alvarez, Edgardo O; Banzan, Arturo M

    2008-05-16

    Previous evidence from our laboratory has shown that histamine receptors located into the ventral hippocampus modulate learning and memory processes. Stimulation of histamine hippocampal sensitive receptors during the acquisition phase of a conditioned avoidance response to an ultrasonic tone was able to increase latency to escape and impair memory in the rat. Histamine application into the same hippocampal region also impaired the evocation of the response. The purpose of the present work was to evaluate if histaminergic neuron circuits have participation on the consolidation processes of the conditioned avoiding response. Male adult rats were implanted into the ventral hippocampus with microinjection cannulae and subjected consecutively to 2 sessions of 8 trials to learn an avoidance response after an ultrasonic tone of 40 kHz was on, as it was previously described. Immediately after the training period was over, or 15 min after, different groups of rats were microinjected with saline, histamine or a combination of histamine H(1)- or H(2)-receptor antagonists. Twenty four hours later, animals were tested in a new session for the retention of the avoiding response. Results showed that histamine treatment interfered with the consolidation of the avoiding response, affecting latency and the memory efficiency. This interference was mediated by histamine H(1)- and H(2)-receptors, since pretreatment with pyrilamine or ranitidine blocked the inhibitory effect of histamine. Results support the concept that histaminergic neurotransmission modulates learning and memory by affecting selectively the three stages of learning.

  1. Shopping. An Adult Competency Education Learning Module.

    ERIC Educational Resources Information Center

    Wallace, Virginia

    This instructional unit on shopping is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level…

  2. Quercetin Modulates the Effects of Chromium Exposure on Learning, Memory and Antioxidant Enzyme Activity in F1 Generation Mice.

    PubMed

    Halder, Sumita; Kar, Rajarshi; Mehta, Ashish K; Bhattacharya, Swapan K; Mediratta, Pramod K; Banerjee, Basu D

    2016-06-01

    In the present study, we investigated whether chromium (Cr) administered to the dams (F0) during lactation period could affect memory and oxidative stress in F1 generation mice in their adulthood and whether quercetin could modulate these effects. Morris water maze (MWM) was used to test for spatial memory. Passive avoidance task and elevated plus maze were used to test for acquisition and retention memory. Oxidative stress was evaluated by measuring glutathione-S-transferase (GST), catalase activity and malonaldehyde (MDA) levels in the brain tissue. The results of MWM showed that the animals in the Cr-treated group compared to control have better spatial memory that was further enhanced when Cr was administered along with quercetin (50 mg/kg). The elevated plus maze test also showed the Cr-treated group to improve acquisition as well as retention memory compared to control. Co-treatment with quercetin (all doses) also exhibited enhanced acquisition and retention memory compared to control. The passive avoidance task demonstrated no significant improvement in memory in the Cr-treated mice but co-treatment with quercetin (100 mg/kg) showed improved acquisition memory compared to control which was significantly better than the animals treated with chromium alone. GST activity was significantly increased in the Cr-treated animals, and this was further increased in groups treated with Cr and quercetin (all doses). Chromium when administered alone and in combination with quercetin (all doses) significantly reduced MDA levels. However, Cr treatment did not show significant change in catalase activity. Nevertheless, co-treatment with quercetin (25 and 50 mg/kg) resulted in significant decrease in catalase activity. Thus, our study demonstrates that Cr exposure during lactation could be beneficial for pups with respect to augmentation of cognitive function and reduction of oxidative stress. Quercetin could probably enhance this effect to some extent.

  3. Quercetin Modulates the Effects of Chromium Exposure on Learning, Memory and Antioxidant Enzyme Activity in F1 Generation Mice.

    PubMed

    Halder, Sumita; Kar, Rajarshi; Mehta, Ashish K; Bhattacharya, Swapan K; Mediratta, Pramod K; Banerjee, Basu D

    2016-06-01

    In the present study, we investigated whether chromium (Cr) administered to the dams (F0) during lactation period could affect memory and oxidative stress in F1 generation mice in their adulthood and whether quercetin could modulate these effects. Morris water maze (MWM) was used to test for spatial memory. Passive avoidance task and elevated plus maze were used to test for acquisition and retention memory. Oxidative stress was evaluated by measuring glutathione-S-transferase (GST), catalase activity and malonaldehyde (MDA) levels in the brain tissue. The results of MWM showed that the animals in the Cr-treated group compared to control have better spatial memory that was further enhanced when Cr was administered along with quercetin (50 mg/kg). The elevated plus maze test also showed the Cr-treated group to improve acquisition as well as retention memory compared to control. Co-treatment with quercetin (all doses) also exhibited enhanced acquisition and retention memory compared to control. The passive avoidance task demonstrated no significant improvement in memory in the Cr-treated mice but co-treatment with quercetin (100 mg/kg) showed improved acquisition memory compared to control which was significantly better than the animals treated with chromium alone. GST activity was significantly increased in the Cr-treated animals, and this was further increased in groups treated with Cr and quercetin (all doses). Chromium when administered alone and in combination with quercetin (all doses) significantly reduced MDA levels. However, Cr treatment did not show significant change in catalase activity. Nevertheless, co-treatment with quercetin (25 and 50 mg/kg) resulted in significant decrease in catalase activity. Thus, our study demonstrates that Cr exposure during lactation could be beneficial for pups with respect to augmentation of cognitive function and reduction of oxidative stress. Quercetin could probably enhance this effect to some extent. PMID:26521059

  4. Assessment of Animated Self-Directed Learning Activities Modules for Children's Number Sense Development

    ERIC Educational Resources Information Center

    Yang, Der-Ching; Li, Mao-Neng

    2013-01-01

    The purpose of this study was to examine the relative effectiveness of two different learning modes; namely, a computer animation self-directed learning approach and a paper version of the self-directed learning approach, to 5th-graders' number sense development. Two 5th-grade classes, 30 students each, were selected from a public elementary…

  5. Macroeconomic Activity Module - NEMS Documentation

    EIA Publications

    2016-01-01

    Documents the objectives, analytical approach, and development of the National Energy Modeling System (NEMS) Macroeconomic Activity Module (MAM) used to develop the Annual Energy Outlook for 2016 (AEO2016). The report catalogues and describes the module assumptions, computations, methodology, parameter estimation techniques, and mainframe source code

  6. Inhibitory microcircuit modules in hippocampal learning.

    PubMed

    Caroni, Pico

    2015-12-01

    It has recently become possible to investigate connectivities and roles of identified hippocampal GABAergic interneurons (INs) in behaving rodents. INs targeting distinct pyramidal neuron subcompartments are recruited dynamically at defined phases of behavior and learning. They include Parvalbumin Axo-axonic and perisomatic Basket cells, and Somatostatin radiatum-oriens and oriens-lacunosum moleculare cells. Each IN is in turn either activated or inhibited upon specific behavioral and network state requirements through specific inputs and neuromodulators. Subpopulations of these principal neurons and INs interconnect selectively, suggesting selective processing and routing of alternate information streams. First canonical functional modules have emerged, which will have to be further defined and linked to identified afferents and efferents towards a circuit understanding of how hippocampal networks support behavior.

  7. Designing Online Learning Modules in Kinesiology

    PubMed Central

    McFarlin, Brian K.; Weintraub, Randi J.; Breslin, Whitney; Carpenter, Katie C.; Strohacker, Kelley

    2014-01-01

    Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses. PMID:25232276

  8. Designing Online Learning Modules in Kinesiology.

    PubMed

    McFarlin, Brian K; Weintraub, Randi J; Breslin, Whitney; Carpenter, Katie C; Strohacker, Kelley

    2011-04-01

    Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses.

  9. Demonstrator skill modulates observational aversive learning.

    PubMed

    Selbing, Ida; Lindström, Björn; Olsson, Andreas

    2014-10-01

    Learning to avoid danger by observing others can be relatively safe, because it does not incur the potential costs of individual trial and error. However, information gained through social observation might be less reliable than information gained through individual experiences, underscoring the need to apply observational learning critically. In order for observational learning to be adaptive it should be modulated by the skill of the observed person, the demonstrator. To address this issue, we used a probabilistic two-choice task where participants learned to minimize the number of electric shocks through individual learning and by observing a demonstrator performing the same task. By manipulating the demonstrator's skill we varied how useful the observable information was; the demonstrator either learned the task quickly or did not learn it at all (random choices). To investigate the modulatory effect in detail, the task was performed under three conditions of available observable information; no observable information, observation of choices only, and observation of both the choices and their consequences. As predicted, our results showed that observable information can improve performance compared to individual learning, both when the demonstrator is skilled and unskilled; observation of consequences improved performance for both groups while observation of choices only improved performance for the group observing the skilled demonstrator. Reinforcement learning modeling showed that demonstrator skill modulated observational learning from the demonstrator's choices, but not their consequences, by increasing the degree of imitation over time for the group that observed a fast learner. Our results show that humans can adaptively modulate observational learning in response to the usefulness of observable information.

  10. Hands-On! Living in the Biosphere: Production, Pattern, Population, and Diversity. Developing Active Learning Module on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Brown, Dwight

    Biogeography examines questions of organism inventory and pattern, organisms' interactions with the environment, and the processes that create and change inventory, pattern, and interactions. This learning module uses time series maps and simple simulation models to illustrate how human actions alter biological productivity patterns at local and…

  11. Modulation of the extinction of fear learning.

    PubMed

    Myskiw, Jociane C; Izquierdo, Ivan; Furini, Cristiane R G

    2014-06-01

    We review recent work on extinction learning with emphasis on its modulation. Extinction is the learned inhibition of responding to previously acquired tasks. Like other forms of learning, it can be modulated by a variety of neurotransmitter systems and behavioral procedures. This bears on its use in the treatment of fear memories, particularly in posttraumatic stress disorder (PTSD), for which it is the treatment of choice, often under the name of exposure therapy. There have not been many laboratories interested in the modulation of extinction, but the available data, although not very abundant, are quite conclusive. Most studies on the nature of extinction and on its modulation have been carried out on fear motivated behaviors, possibly because of their applicability to the therapy of PTSD. A role for d-serine and the glycine site of NMDA receptors has been ascertained in two forms of extinction in the ventromedial prefrontal cortex, basolateral amygdala and dorsal hippocampus. The serine analog, d-cycloserine, has received clinical trials as an enhancer of extinction. The brain histaminergic system acting via H2 receptors, and the endocannabinoid system using CB1 receptors in the ventromedial prefrontal cortex, hippocampus and basolateral amygdala enhance extinction. Dopaminergic D1 and ß-noradrenergic receptors also modulate extinction by actions on these three structures. Isolated findings suggest roles for on serotonin-1A, dopaminergic-D2 and a- and ß-noradrenergic receptors in extinction modulation. Importantly, behavioral tagging and capture mechanisms in the hippocampus have been shown to play a major modulatory role in extinction. In addition, extinction of at least one aversive task (inhibitory avoidance) can be made state dependent on peripheral epinephrine.

  12. Health Activities Project (HAP): Heart Fitness and Action Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within the Heart Fitness and Action Module are teacher and student folios describing five activities which involve students in…

  13. Independent learning modules enhance student performance and understanding of anatomy.

    PubMed

    Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum.

  14. Active Learning Crosses Generations.

    ERIC Educational Resources Information Center

    Woodard, Diane K.

    2002-01-01

    Describes the benefits of intergenerational programs, highlighting a child care program that offers age-appropriate and mutually beneficial activities for children and elders within a nearby retirement community. The program has adopted High/Scope's active learning approach to planning and implementing activities that involve both generations. The…

  15. Technology Learning Activities I.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…

  16. An Interprofessional Learning Module on Asthma Health Promotion

    PubMed Central

    Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

    2011-01-01

    Objective To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Conclusion Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students. PMID:21519420

  17. Flipped Classroom Modules for Large Enrollment General Chemistry Courses: A Low Barrier Approach to Increase Active Learning and Improve Student Grades

    ERIC Educational Resources Information Center

    Eichler, Jack F.; Peeples, Junelyn

    2016-01-01

    In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…

  18. Active modulation of nanorod plasmons.

    PubMed

    Khatua, Saumyakanti; Chang, Wei-Shun; Swanglap, Pattanawit; Olson, Jana; Link, Stephan

    2011-09-14

    Confining visible light to nanoscale dimensions has become possible with surface plasmons. Many plasmonic elements have already been realized. Nanorods, for example, function as efficient optical antennas. However, active control of the plasmonic response remains a roadblock for building optical analogues of electronic circuits. We present a new approach to modulate the polarized scattering intensities of individual gold nanorods by 100% using liquid crystals with applied voltages as low as 4 V. This novel effect is based on the transition from a homogeneous to a twisted nematic phase of the liquid crystal covering the nanorods. With our method it will be possible to actively control optical antennas as well as other plasmonic elements.

  19. Aversive learning modulates cortical representations of object categories.

    PubMed

    Dunsmoor, Joseph E; Kragel, Philip A; Martin, Alex; LaBar, Kevin S

    2014-11-01

    Experimental studies of conditioned learning reveal activity changes in the amygdala and unimodal sensory cortex underlying fear acquisition to simple stimuli. However, real-world fears typically involve complex stimuli represented at the category level. A consequence of category-level representations of threat is that aversive experiences with particular category members may lead one to infer that related exemplars likewise pose a threat, despite variations in physical form. Here, we examined the effect of category-level representations of threat on human brain activation using 2 superordinate categories (animals and tools) as conditioned stimuli. Hemodynamic activity in the amygdala and category-selective cortex was modulated by the reinforcement contingency, leading to widespread fear of different exemplars from the reinforced category. Multivariate representational similarity analyses revealed that activity patterns in the amygdala and object-selective cortex were more similar among exemplars from the threat versus safe category. Learning to fear animate objects was additionally characterized by enhanced functional coupling between the amygdala and fusiform gyrus. Finally, hippocampal activity co-varied with object typicality and amygdala activation early during training. These findings provide novel evidence that aversive learning can modulate category-level representations of object concepts, thereby enabling individuals to express fear to a range of related stimuli.

  20. Aversive Learning Modulates Cortical Representations of Object Categories

    PubMed Central

    Dunsmoor, Joseph E.; Kragel, Philip A.; Martin, Alex; LaBar, Kevin S.

    2014-01-01

    Experimental studies of conditioned learning reveal activity changes in the amygdala and unimodal sensory cortex underlying fear acquisition to simple stimuli. However, real-world fears typically involve complex stimuli represented at the category level. A consequence of category-level representations of threat is that aversive experiences with particular category members may lead one to infer that related exemplars likewise pose a threat, despite variations in physical form. Here, we examined the effect of category-level representations of threat on human brain activation using 2 superordinate categories (animals and tools) as conditioned stimuli. Hemodynamic activity in the amygdala and category-selective cortex was modulated by the reinforcement contingency, leading to widespread fear of different exemplars from the reinforced category. Multivariate representational similarity analyses revealed that activity patterns in the amygdala and object-selective cortex were more similar among exemplars from the threat versus safe category. Learning to fear animate objects was additionally characterized by enhanced functional coupling between the amygdala and fusiform gyrus. Finally, hippocampal activity co-varied with object typicality and amygdala activation early during training. These findings provide novel evidence that aversive learning can modulate category-level representations of object concepts, thereby enabling individuals to express fear to a range of related stimuli. PMID:23709642

  1. Designing high-quality interactive multimedia learning modules.

    PubMed

    Huang, Camillan

    2005-01-01

    Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and

  2. Designing high-quality interactive multimedia learning modules.

    PubMed

    Huang, Camillan

    2005-01-01

    Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and

  3. Creating an e-learning module from learning objects using a commentary or 'personal learning assistant'.

    PubMed

    Harden, R M; Gessner, I H; Gunn, M; Issenberg, S B; Pringle, S D; Stewart, A

    2011-01-01

    The use of learning objects (LOs), small chunks of learning stored digitally and reused or referenced to support learning, was described as a promising approach to the creation of e-learning modules or programmes. In practice, however, the early enthusiasm has waned and the approach has not been widely adopted. It is argued that this was due, at least in part, to a neglect of the pedagogy and an emphasis on the technical aspects of interoperability and reusability. This article describes a practical approach to constructing a learning module using LOs where a commentary links LOs selected for inclusion in the programme. The commentary tells the story of the e-learning module and provides the learner with a context for an LO. It can be viewed as a 'personal learning assistant' that advises students about the management of their learning and relates the e-learning module to the overall learning outcomes for the curriculum. The commentary also allows the lecturer to comment on LOs selected for inclusion in the programme which otherwise might have to be adapted or excluded when the programme was constructed. The use of a commentary to link and introduce LOs has been successfully adopted in the development of e-learning programmes. Teachers are encouraged to consider the approach and to look again at the use of LOs to create e-learning resources.

  4. Problems with eating and nutrition: geriatric self-learning module.

    PubMed

    Lee, Virginia K

    2004-12-01

    The Geriatric Resource Nurse Model is used at the University of Virginia to improve the competency of staff in caring for older adults. Eight self-learning educational modules were developed to address common concerns in hospitalizedelders. The Problems With Eating and Nutrition: Geriatric Self-Learning Module is published here, along with a post test. This is the second in a four-part publication of self-learning modules.

  5. Nutrition. Learning Activity Package.

    ERIC Educational Resources Information Center

    Lee, Carolyn

    This learning activity package on nutrition is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  6. Grooming. Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  7. Hands-On Learning Modules for Interdisciplinary Environments: An Example with a Focus on Weather Radar Applications

    ERIC Educational Resources Information Center

    Chilson, P. B.; Yeary, M. B.

    2012-01-01

    Learning modules provide an effective means of encouraging cognition and active learning. This paper discusses several such modules that have been developed within a course on weather radar applications intended for students from Electrical Engineering and Meteorology. The modules were designed both to promote interdisciplinary exchange between…

  8. The feedback-related negativity is modulated by feedback probability in observational learning.

    PubMed

    Kobza, Stefan; Thoma, Patrizia; Daum, Irene; Bellebaum, Christian

    2011-12-01

    The feedback-related negativity (FRN), an event-related potentials (ERPs) component reflecting activity of the anterior cingulate cortex (ACC), has been shown to be modulated by feedback expectancy following active choices in feedback-based learning tasks. A general reduction of FRN amplitude has been described in observational feedback learning, raising the question whether FRN amplitude is modulated in a similar way in this type of learning. The present study investigated whether the FRN and the P300 - a second ERP component related to feedback processing - are modulated by feedback probability in observational learning. Thirty-two subjects participated in the experiment. They observed a virtual person choosing between two symbols and receiving positive or negative feedback. Learning about stimulus-specific feedback probabilities was assessed in active test trials without feedback. In addition, the bias to learn from positive or negative feedback and - in a subsample of 17 subjects - empathy scores were obtained. General FRN and P300 modulations by feedback probability were found across all subjects. Only for the FRN in learners, an interaction between probability and valence was observed. Larger FRN amplitudes for negative relative to positive feedback only emerged for the lowest outcome probability. The results show that feedback expectancy modulates FRN amplitude also in observational learning, suggesting a similar ACC function as in active learning. On the other hand, the modulation is only seen for very low feedback expectancy, which suggests that brain regions other than those of the reward system contribute to feedback processing in an observation setting.

  9. Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

    PubMed

    Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

    2014-03-01

    Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning.

  10. Online Learning Modules for an Extension Program: Useful and Utilized?

    ERIC Educational Resources Information Center

    Crimmins, Theresa M.; Rupprecht, Candice L.

    2010-01-01

    A set of publicly available online learning modules was created as an educational supplement to a university extension program. Because the modules created for this program--like many online modules developed as a part of university outreach--are supplementary to programs featuring in-person instruction and hard-copy materials, it is not required…

  11. Active Learning Using Hint Information.

    PubMed

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine. PMID:26079748

  12. Developing Interactive Learning Objects for a Computing Mathematics Module

    ERIC Educational Resources Information Center

    Lim, Cher Ping; Lee, Siew Lie; Richards, Cameron

    2006-01-01

    Based on a case study of the online component of a Computing Mathematics module at a local polytechnic in Singapore, this article provides a descriptive account of the development and employment of interactive learning objects to enhance the learning experiences of the students in the course. The experimented learning objects were branded as…

  13. Submillimeter Confocal Imaging Active Module

    NASA Technical Reports Server (NTRS)

    Hong, John; Mehdi, Imran; Siegel, Peter; Chattopadhyay, Goutam; Cwik, Thomas; Rowell, Mark; Hacker, John

    2009-01-01

    The term submillimeter confocal imaging active module (SCIAM) denotes a proposed airborne coherent imaging radar system that would be suitable for use in reconnaissance, surveillance, and navigation. The development of the SCIAM would include utilization and extension of recent achievements in monolithic microwave integrated circuits capable of operating at frequencies up to and beyond a nominal radio frequency of 340 GHz. Because the SCIAM would be primarily down-looking (in contradistinction to primarily side-looking), it could be useful for imaging shorter objects located between taller ones (for example, objects on streets between buildings). The SCIAM would utilize a confocal geometry to obtain high cross-track resolution, and would be amenable to synthetic-aperture processing of its output to obtain high along-track resolution. The SCIAM (see figure) would include multiple (two in the initial version) antenna apertures, separated from each other by a cross-track baseline of suitable length (e.g., 1.6 m). These apertures would both transmit the illuminating radar pulses and receive the returns. A common reference oscillator would generate a signal at a controllable frequency of (340 GHz + (Delta)f)/N, where (Delta)f is an instantaneous swept frequency difference and N is an integer. The output of this oscillator would be fed to a frequency- multiplier-and-power-amplifier module to obtain a signal, at 340 GHz + (Delta)f, that would serve as both the carrier signal for generating the transmitted pulses and a local-oscillator (LO) signal for a receiver associated with each antenna aperture. Because duplexers in the form of circulators or transmit/receive (T/R) switches would be lossy and extremely difficult to implement, the antenna apertures would be designed according to a spatial-diplexing scheme, in which signals would be coupled in and out via separate, adjacent transmitting and receiving feed horns. This scheme would cause the transmitted and received beams

  14. Piloting online WellnessRx learning modules: demonstration of developmental evaluation.

    PubMed

    Kovacs Burns, Katharina; Gramlich, Leah; Bistritz, Lana; McCargar, Linda; Olson, Karin; Avdagovska, Melita

    2015-04-01

    WellnessRx is a health initiative focusing on healthy living through education, knowledge translation, and community engagement. Stakeholders of WellnessRx identified web-based education learning modules on nutrition and physical education as a priority to be integrated into existing health sciences curricula, as well as adapted for use by health professionals. Five learning modules were created with essential knowledge, skills, attitudes and resources or tools for health professional students and practitioners. As part of the 'developmental evaluation framework' for WellnessRx, two of these modules were piloted within two health professional student programs. This paper describes the pilot-evaluation experience involving student surveys, focus groups and interviews, and faculty perspectives. For both modules, student pre-post knowledge assessments indicated some improvements in post-module knowledge. Post module evaluations by students indicated benefits with the online delivery being flexible for access, self-health, case-based assessments and useful nutrition and physical activity guides. Challenges for students included their time to do the modules and the activity expectations. Instructors felt each module could be better targeted to different years within an undergraduate program. Through developmental evaluation, the pilot results along with recommendations and lessons learned provided the direction needed to further develop the WellnessRx logic model and proposed learning modules.

  15. Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

    ERIC Educational Resources Information Center

    Nicholson, Dawn T.

    2011-01-01

    A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…

  16. Adrenal-dependent diurnal modulation of conditioned fear extinction learning.

    PubMed

    Woodruff, Elizabeth R; Greenwood, Benjamin N; Chun, Lauren E; Fardi, Sara; Hinds, Laura R; Spencer, Robert L

    2015-06-01

    Post traumatic stress disorder (PTSD) is associated with altered conditioned fear extinction expression and impaired circadian function including dysregulation of glucocorticoid hormone secretion. We examined in adult male rats the relationship between conditioned fear extinction learning, circadian phase, and endogenous glucocorticoids (CORT). Rats maintained on a 12h light:dark cycle were trained and tested across 3 separate daily sessions (conditioned fear acquisition and 2 extinction sessions) that were administered during either the rats' active or inactive circadian phase. In an initial experiment we found that rats at both circadian phases acquired and extinguished auditory cue conditioned fear to a similar degree in the first extinction session. However, rats trained and tested at zeitgeber time-16 (ZT16) (active phase) showed enhanced extinction memory expression during the second extinction session compared to rats trained and tested at ZT4 (inactive phase). In a follow-up experiment, adrenalectomized (ADX) or sham surgery rats were similarly trained and tested across 3 separate daily sessions at either ZT4 or ZT16. ADX had no effect on conditioned fear acquisition or conditioned fear memory. Sham ADX rats trained and tested at ZT16 exhibited better extinction learning across the two extinction sessions compared to all other groups of rats. These results indicate that conditioned fear extinction learning is modulated by time of day, and this diurnal modulation requires the presence of adrenal hormones. These results support an important role of CORT-dependent circadian processes in regulating conditioned fear extinction learning, which may be capitalized upon to optimize effective treatment of PTSD.

  17. Active combustion flow modulation valve

    DOEpatents

    Hensel, John Peter; Black, Nathaniel; Thorton, Jimmy Dean; Vipperman, Jeffrey Stuart; Lambeth, David N; Clark, William W

    2013-09-24

    A flow modulation valve has a slidably translating hollow armature with at least one energizable coil wound around and fixably attached to the hollow armature. The energizable coil or coils are influenced by at least one permanent magnet surrounding the hollow armature and supported by an outer casing. Lorentz forces on the energizable coils which are translated to the hollow armature, increase or decrease the flow area to provide flow throttling action. The extent of hollow armature translation depends on the value of current supplied and the direction of translation depends on the direction of current flow. The compact nature of the flow modulation valve combined with the high forces afforded by the actuator design provide a flow modulation valve which is highly responsive to high-rate input control signals.

  18. ACTIVITY LEVEL AND LEARNING EFFECTIVENESS.

    ERIC Educational Resources Information Center

    SJOGREN, DOUGLAS D.; STAKE, ROBERT E.

    A STUDY OF LEARNING ACTIVITY EXPLORED (1) AN ACTIVITY-ACHIEVEMENT SCALE TO DESCRIBE THE IMPACT OF ACTIVITY ON ACHIEVEMENT AND (2) THE POSSIBLE COMPLEXITY OR DIMENSIONALITY OF THIS IMPACT. TEN GROUPS, OF 10 COLLEGE UNDERGRADUATE STUDENTS EACH, WERE SCHEDULED TO STUDY UNDER EACH OF 10 LEARNING SITUATIONS. THE SITUATIONS CONSISTED OF TWO MODES OF…

  19. Activating the Desire to Learn

    ERIC Educational Resources Information Center

    Sullo, Bob

    2007-01-01

    Wouldn't your job be easier if students were just more interested in learning? Now, here's a book that will open your eyes to where the desire to learn actually comes from and what teachers can really do to activate it. Using stories from classroom teachers, counselors, administrators, and students, Bob Sullo explains why the desire to learn is…

  20. Learning to integrate versus inhibiting information is modulated by age.

    PubMed

    Cappelletti, Marinella; Pikkat, Helen; Upstill, Emily; Speekenbrink, Maarten; Walsh, Vincent

    2015-02-01

    Cognitive training aiming at improving learning is often successful, but what exactly underlies the observed improvements and how these differ across the age spectrum are currently unknown. Here we asked whether learning in young and older people may reflect enhanced ability to integrate information required to perform a cognitive task or whether it may instead reflect the ability to inhibit task-irrelevant information for successful task performance. We trained 30 young and 30 aging human participants on a numerosity discrimination task known to engage the parietal cortex and in which cue-integration and inhibitory abilities can be distinguished. We coupled training with parietal, motor, or sham transcranial random noise stimulation, known for modulating neural activity. Numerosity discrimination improved after training and was maintained long term, especially in the training + parietal stimulation group, regardless of age. Despite the quantitatively similar improvement in the two age groups, the content of learning differed remarkably: aging participants improved more in inhibitory abilities, whereas younger subjects improved in cue-integration abilities. Moreover, differences in the content of learning were reflected in different transfer effects to untrained but related abilities: in the younger group, improvements in cue integration paralleled improvements in continuous quantity (time and space), whereas in the elderly group, improvements in numerosity-based inhibitory abilities generalized to other measures of inhibition and corresponded to a decline in space discrimination, possibly because conflicting learning resources are used in numerosity and continuous quantity processing. These results indicate that training can enhance different, age-dependent cognitive processes and highlight the importance of identifying the exact processes underlying learning for effective training programs.

  1. Contextual modulation of hippocampal activity during picture naming.

    PubMed

    Llorens, A; Dubarry, A-S; Trébuchon, A; Chauvel, P; Alario, F-X; Liégeois-Chauvel, C

    2016-08-01

    Picture naming is a standard task used to probe language processes in healthy and impaired speakers. It recruits a broad neural network of language related areas, among which the hippocampus is rarely included. However, the hippocampus could play a role during picture naming, subtending, for example, implicit learning of the links between pictured objects and their names. To test this hypothesis, we recorded hippocampal activity during plain picture naming, without memorization requirement; we further assessed whether this activity was modulated by contextual factors such as repetition priming and semantic interference. Local field potentials recorded from intracerebral electrodes implanted in the healthy hippocampi of epileptic patients revealed a specific and reliable pattern of activity, markedly modulated by repetition priming and semantic context. These results indicate that the hippocampus is recruited during picture naming, presumably in relation to implicit learning, with contextual factors promoting differential hippocampal processes, possibly subtended by different sub-circuitries. PMID:27380274

  2. Modules for Learning. Career Education and the American Indian Series.

    ERIC Educational Resources Information Center

    Ross, Donald D., Ed.

    The learning modules presented in this document were developed as part of the continuing Career Education and the American Indian Series. Intended for use with the early elementary grade levels, these modules were designed to meet the following career education objectives: awareness of self; awareness of others; awareness of culture; awareness of…

  3. Module Two: Voltage; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will study and learn what voltage is, how it is generated, what AC (alternating current) and DC (direct current) are and why both kinds are needed, and how to measure voltages. The module is divided into six lessons: EMF (electromotive force) from chemical action, magnetism, electromagnetic induction, AC voltage, the…

  4. Online Video Modules for Improvement in Student Learning

    ERIC Educational Resources Information Center

    Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

    2016-01-01

    The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

  5. Module Eleven: Capacitance; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn about another circuit quantity, capacitance, and discover the effects of this component on circuit current, voltage, and power. The module is divided into seven lessons: the capacitor, theory of capacitance, total capacitance, RC (resistive-capacitive circuit) time constant, capacitive reactance, phase and…

  6. Module Three: Resistance; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn of the opposition offered to electron flow, what this opposition does, why it is needed, and how it is used. The module is divided into four lessons: characteristics of resistance, resistors, resistor values, and ohmmeters. Each lesson consists of an overview, a list of study resources, lesson narratives,…

  7. Politicizing Sociology through a Bill of Rights Learning Module

    ERIC Educational Resources Information Center

    Sweet, Stephen

    2009-01-01

    Writers in this journal have presented a number of strategies that sociology teachers can use to facilitate the expression--and serious analysis--of unpopular opinions. This article contributes to this dialog by illustrating the application of a Bill of Rights learning module. In this module, students are expected to create a document that…

  8. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael

    2006-01-01

    Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.

  9. Modules as Learning Tools in Linear Algebra

    ERIC Educational Resources Information Center

    Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

    2014-01-01

    This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

  10. Interactive Learning in a Higher Education Level 1 Mechanics Module.

    ERIC Educational Resources Information Center

    Booth, Kathryn M.; James, Brian W.

    2001-01-01

    Encourages Level 1 students (those taking a subject for the first time at the higher education level) to develop a deeper learning approach. Uses a cooperative learning approach to pose conceptual questions for interactive discussions and changes both teaching method and form of examination paper for a Mechanics module. (Contains 17 references.)…

  11. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    NASA Astrophysics Data System (ADS)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  12. Student Perceptions of Active Learning

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  13. Floriculture. Selected Learning Activity Packages.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages is based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening/groundskeeping developed by the Vocational Education Consortium of States (V-TECS). Learning activity packages are presented in four areas: (1) preparation of soils and planting media, (2)…

  14. In Defense of Active Learning

    ERIC Educational Resources Information Center

    Pica, Rae

    2008-01-01

    Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

  15. Using Learning Styles Inventories To Promote Active Learning.

    ERIC Educational Resources Information Center

    Fritz, Margaret

    2002-01-01

    Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…

  16. Increasing Readiness for Self-Directed Learning: A Facilitator's Manual for Ten Self-Directed Learning Group Modules for Adults.

    ERIC Educational Resources Information Center

    Rutland, Adonna M.; Guglielmino, Lucy M.

    This manual was prepared for use by adult education teachers in facilitating a self-directed learning (SDL) group for students based on the modules described in the manual. The SDL group involves 10 sessions with specific objectives and activities for each session. Following an introduction, the manual is organized in five additional sections. The…

  17. Learning-induced modulations of the stimulus-preceding negativity.

    PubMed

    Morís, Joaquín; Luque, David; Rodríguez-Fornells, Antoni

    2013-09-01

    The neural basis of feedback expectation, which is crucial in learning theory, has only been minimally studied. Stimulus-preceding negativity (SPN), an ERP component that appears prior to the presentation of feedback, has been proposed as being related to feedback expectation. The present study showed, for the first time, amplitude modulations of the SPN component during learning acquisition in a trial-by-trial associative learning task. The results indicate that SPN could be a plausible electrophysiological index of the cognitive processes engaged while expecting the appearance of relevant feedback during reinforcement learning.

  18. Learning as a Subversive Activity

    ERIC Educational Resources Information Center

    Hatch, J. Amos

    2007-01-01

    "Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…

  19. Extracellular cGMP Modulates Learning Biphasically by Modulating Glycine Receptors, CaMKII and Glutamate-Nitric Oxide-cGMP Pathway

    PubMed Central

    Cabrera-Pastor, Andrea; Malaguarnera, Michele; Taoro-Gonzalez, Lucas; Llansola, Marta; Felipo, Vicente

    2016-01-01

    It has been proposed that extracellular cGMP modulates the ability to learn a Y maze task, but the underlying mechanisms remained unknown. Here we show that extracellular cGMP, at physiological concentrations, modulates learning in the Y maze in a biphasic way by modulating the glutamate-nitric oxide-cGMP pathway in cerebellum. Extracellular cGMP reduces glycine receptors activation inducing a voltage-dependent calcium-channels-mediated increase of calcium in Purkinje neurons. This calcium increase modulates CaMKII phosphorylation in a biphasic way. When basal calcium concentration is low extracellular cGMP reduces CaMKII phosphorylation, increasing nitric oxide synthase activity, the glutamate-NO-cGMP pathway function and learning ability. When basal calcium is normal extracellular cGMP increases CaMKII phosphorylation, reducing nitric oxide synthase activity, the pathway function and learning. These data unveil new mechanisms modulating learning in the Y maze and likely other learning types which may be therapeutic targets to improve learning in pathological situations associated with altered cGMP levels. PMID:27634333

  20. Extracellular cGMP Modulates Learning Biphasically by Modulating Glycine Receptors, CaMKII and Glutamate-Nitric Oxide-cGMP Pathway.

    PubMed

    Cabrera-Pastor, Andrea; Malaguarnera, Michele; Taoro-Gonzalez, Lucas; Llansola, Marta; Felipo, Vicente

    2016-01-01

    It has been proposed that extracellular cGMP modulates the ability to learn a Y maze task, but the underlying mechanisms remained unknown. Here we show that extracellular cGMP, at physiological concentrations, modulates learning in the Y maze in a biphasic way by modulating the glutamate-nitric oxide-cGMP pathway in cerebellum. Extracellular cGMP reduces glycine receptors activation inducing a voltage-dependent calcium-channels-mediated increase of calcium in Purkinje neurons. This calcium increase modulates CaMKII phosphorylation in a biphasic way. When basal calcium concentration is low extracellular cGMP reduces CaMKII phosphorylation, increasing nitric oxide synthase activity, the glutamate-NO-cGMP pathway function and learning ability. When basal calcium is normal extracellular cGMP increases CaMKII phosphorylation, reducing nitric oxide synthase activity, the pathway function and learning. These data unveil new mechanisms modulating learning in the Y maze and likely other learning types which may be therapeutic targets to improve learning in pathological situations associated with altered cGMP levels. PMID:27634333

  1. Potentiating mGluR5 Function with a Positive Allosteric Modulator Enhances Adaptive Learning

    ERIC Educational Resources Information Center

    Xu, Jian; Zhu, Yongling; Kraniotis, Stephen; He, Qionger; Marshall, John J.; Nomura, Toshihiro; Stauffer, Shaun R.; Lindsley, Craig W.; Conn, P. Jeffrey; Contractor, Anis

    2013-01-01

    Metabotropic glutamate receptor 5 (mGluR5) plays important roles in modulating neural activity and plasticity and has been associated with several neuropathological disorders. Previous work has shown that genetic ablation or pharmacological inhibition of mGluR5 disrupts fear extinction and spatial reversal learning, suggesting that mGluR5…

  2. Self-Assessment and Self-Paced Learning Modules for Physician Assistants. The Comprehensive Report.

    ERIC Educational Resources Information Center

    American Academy of Physician Assistants, Arlington, VA.

    A project was undertaken to refine an existing self-assessment system and to develop self-paced learning modules for use in the continuing education of physician assistants (PA). Included among the major activities of the project were the following: (1) modification of the existing criterion-referenced Physician Assistant Self-Assessment…

  3. A learning theory for reward-modulated spike-timing-dependent plasticity with application to biofeedback.

    PubMed

    Legenstein, Robert; Pecevski, Dejan; Maass, Wolfgang

    2008-10-01

    Reward-modulated spike-timing-dependent plasticity (STDP) has recently emerged as a candidate for a learning rule that could explain how behaviorally relevant adaptive changes in complex networks of spiking neurons could be achieved in a self-organizing manner through local synaptic plasticity. However, the capabilities and limitations of this learning rule could so far only be tested through computer simulations. This article provides tools for an analytic treatment of reward-modulated STDP, which allows us to predict under which conditions reward-modulated STDP will achieve a desired learning effect. These analytical results imply that neurons can learn through reward-modulated STDP to classify not only spatial but also temporal firing patterns of presynaptic neurons. They also can learn to respond to specific presynaptic firing patterns with particular spike patterns. Finally, the resulting learning theory predicts that even difficult credit-assignment problems, where it is very hard to tell which synaptic weights should be modified in order to increase the global reward for the system, can be solved in a self-organizing manner through reward-modulated STDP. This yields an explanation for a fundamental experimental result on biofeedback in monkeys by Fetz and Baker. In this experiment monkeys were rewarded for increasing the firing rate of a particular neuron in the cortex and were able to solve this extremely difficult credit assignment problem. Our model for this experiment relies on a combination of reward-modulated STDP with variable spontaneous firing activity. Hence it also provides a possible functional explanation for trial-to-trial variability, which is characteristic for cortical networks of neurons but has no analogue in currently existing artificial computing systems. In addition our model demonstrates that reward-modulated STDP can be applied to all synapses in a large recurrent neural network without endangering the stability of the network

  4. Empathy and feedback processing in active and observational learning.

    PubMed

    Rak, Natalia; Bellebaum, Christian; Thoma, Patrizia

    2013-12-01

    The feedback-related negativity (FRN) and the P300 have been related to the processing of one's own and other individuals' feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants' aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus-reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people's perspectives.

  5. Active learning of Pareto fronts.

    PubMed

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  6. Designing an Affordable Usability Test for E-Learning Modules

    ERIC Educational Resources Information Center

    O'Bryan, Corliss A.; Johnson, Donald M.; Shores-Ellis, Katrina D.; Crandall, Philip G.; Marcy, John A.; Seideman, Steve C.; Ricke, Steven C.

    2010-01-01

    This article provides background and an introduction to a user-centered design and usability test in an inexpensive format that allows content experts who are novices in e-learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of…

  7. Assessing the Value of the Enviroscape Watershed Learning Module

    ERIC Educational Resources Information Center

    Edwards, Warren Patrick

    2013-01-01

    Scope and Method of Study: The researcher's evaluation of the West Atlanta Watershed Alliance's (WAWA) programs highlighted that few if any of the offered educational programs included a program evaluation, especially the most promising, the Enviroscape® Watershed learning module. The education programs that were customized and developed by the…

  8. Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

    ERIC Educational Resources Information Center

    Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

    2005-01-01

    Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

  9. Social--Population Growth Rate Learning Module. Development Education Program.

    ERIC Educational Resources Information Center

    World Bank, Washington, DC.

    This learning module has two main goals: (1) to increase students' knowledge and understanding of the often complex relationship between sustainable development and the social, economic, and environmental conditions in a country; and (2) to strengthen students' abilities to perform statistical calculations, make and interpret maps, charts, and…

  10. An Integrated, Problem-Based Learning Material: The "Satellite" Module

    ERIC Educational Resources Information Center

    Selcuk, Gamze Sezgin; Emiroglu, Handan Byacioglu; Tarakci, Mehmet; Ozel, Mustafa

    2011-01-01

    The purpose of this study is to introduce a problem-based learning material, the Satellite Module, that has integrated some of the subjects included in the disciplines of physics and mathematics at an introductory level in undergraduate education. The reason why this modular and problem-based material has been developed is to enable students to…

  11. Economic--GNP per Capita Learning Module. Development Education Program.

    ERIC Educational Resources Information Center

    World Bank, Washington, DC.

    This learning module has two main goals: (1) to increase students' knowledge and understanding of the often complex relationship between sustainable development and the social, economic, and environmental conditions in a country; and (2) to strengthen students' ability to perform statistical calculations, make and interpret maps, charts, and…

  12. What Is Meant by "Active Learning?"

    ERIC Educational Resources Information Center

    Petress, Ken

    2008-01-01

    This article compares and contrasts active learning and passive learning. The author describes passive learning as being dependent on a teacher imparting what is to be learned, with little student involvement. Active learning, on the other hand, is a process where students take a dynamic and energetic role in their own education, thereby making…

  13. Sex differences in social modulation of learning in rats

    PubMed Central

    Mikosz, Marta; Nowak, Aleksandra; Werka, Tomasz; Knapska, Ewelina

    2015-01-01

    In its simplest form, empathy can be characterized as the capacity to share the emotional experiences among individuals, a phenomenon known as emotional contagion. Recent research shows that emotional contagion and its adaptive role can be studied in rodents. However, it is not known whether sex differences observed in human empathy extend to its more primitive forms. In the present study, we used a rat model of emotional contagion to compare the behavioral consequences of social transfer of information about threat, and the subsequent neural activation patterns in male and female rats. We found that: (1) males and females display a similar behavioral pattern during the interaction with either a fear-conditioned or a control rat; (2) interaction with a fear-conditioned conspecific positively modulates two-way avoidance learning in male and diestral female rats but not in estral females; and (3) such interaction results in increased c-Fos expression in the central and lateral nuclei of the amygdala and the prelimbic and infralimbic cortex in males, whereas in females no such changes were observed. Collectively, our results point to the occurrence of sex and estrus cycle phase differences in susceptibility to emotional contagion and underlying neuronal activation in rodents. PMID:26655917

  14. Promoting Learning through Active Interaction. Project PLAI. Final Report.

    ERIC Educational Resources Information Center

    Chen, Deborah; Haney, Michele

    This final report describes the activities and outcomes of Promoting Learning through Active Interactions, a research-to-practice 4-year project that developed, implemented, and validated a five-module curriculum with 25 infants (ages 6-30 months) who are deaf-blind, their parents, and early interventionists. The project had the following…

  15. [Field Learning Activities].

    ERIC Educational Resources Information Center

    Nolde Forest Environmental Education Center, Reading, PA.

    Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…

  16. Learning Activities for Toddlers.

    ERIC Educational Resources Information Center

    Texas Child Care, 1996

    1996-01-01

    Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)

  17. Workshop on active learning: two examples

    NASA Astrophysics Data System (ADS)

    Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

    2014-07-01

    Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions

  18. Activity-Based Approach to Authentic Learning in a Vocational Institute

    ERIC Educational Resources Information Center

    Choo, Chan Bee

    2007-01-01

    With emphasis on developing competence in students, an activity-based learning environment, inspired by constructivist and situated learning theories, was piloted in the Institute of Technical Education (ITE) to improve student learning experience. The new learning environment, developed for a Lifeskills module (Career Development and Planning),…

  19. Mangroves and Seawalls. "Increased Pressure for Land Fill Will Cause More and More Stress to Natural Areas." Grades 7 and 8. A Three Lesson Unit. Student Learning Activity Module.

    ERIC Educational Resources Information Center

    Frank, James

    This module is an activity/discussion-centered unit focusing on the importance of shoreline surface area. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways to solve…

  20. Auditory and motor imagery modulate learning in music performance.

    PubMed

    Brown, Rachel M; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  1. Project-based Modules from two STEM Learning Teams in Howard County, Maryland

    NASA Astrophysics Data System (ADS)

    Griffiths, L. N.; Bradley, L. A.

    2011-12-01

    In 2009, two Maryland school districts-Howard County Public School System and Prince George's County Public Schools-and the Goddard Space Flight Center of the National Aeronautics and Space Administration (NASA) partnered with the National Commission on Teaching and America's Future (NCTAF) to develop NASA 21st Century Learning Studios. In 2010, NCTAF expanded the program to include Learning Studios at two additional Maryland school districts (Anne Arundel County Public Schools and Baltimore County Public Schools), partnering with the United States Naval Academy and the University of Maryland. Overall, the focus of these Learning Studios is to combine the expertise of scientists with that of educators through Learning Teams to improve teaching and learning in science, technology, engineering and mathematics (STEM) fields, while delivering project-based modules to be implemented in other school districts. The focus of this paper is to summarize the experience and outcomes from two Learning Teams from the Howard County Public School System. STEM Learning Teams were established at Centennial High School and Hammond High School in Maryland. Each Team worked together for two years to create interdisciplinary units of study for their students with a focus on Earth Science. To maximize student interest, teachers worked with NASA scientists five times a year to develop four learning modules using practical examples and incorporating real scientific observations. A weathering and erosion module challenges students to collect appropriate field observations and determine erosion and deposition rates in a nearby lake. A plate tectonics module requires students to use measures of plate motion from the National Oceanic and Atmospheric Administration to estimate rates of convergence in southern Asia. A third module for lessons in climate change requires students to find open source climate data, determine changes in the atmosphere and estimate anthropogenic impacts. A follow

  2. Nicotinic modulation of hippocampal cell signaling and associated effects on learning and memory.

    PubMed

    Kutlu, Munir Gunes; Gould, Thomas J

    2016-03-01

    The hippocampus is a key brain structure involved in synaptic plasticity associated with long-term declarative memory formation. Importantly, nicotine and activation of nicotinic acetylcholine receptors (nAChRs) can alter hippocampal plasticity and these changes may occur through modulation of hippocampal kinases and transcription factors. Hippocampal kinases such as cAMP-dependent protein kinase (PKA), calcium/calmodulin-dependent protein kinases (CAMKs), extracellular signal-regulated kinases 1 and 2 (ERK1/2), and c-jun N-terminal kinase 1 (JNK1), and the transcription factor cAMP-response element-binding protein (CREB) that are activated either directly or indirectly by nicotine may modulate hippocampal plasticity and in parallel hippocampus-dependent learning and memory. Evidence suggests that nicotine may alter hippocampus-dependent learning by changing the time and magnitude of activation of kinases and transcription factors normally involved in learning and by recruiting additional cell signaling molecules. Understanding how nicotine alters learning and memory will advance basic understanding of the neural substrates of learning and aid in understanding mental disorders that involve cognitive and learning deficits.

  3. Modulators of androgen and estrogen receptor activity.

    PubMed

    Clarke, Bart L; Khosla, Sundeep

    2010-01-01

    This review focuses on significant recent findings regarding modulators of androgen and estrogen receptor activity. Selective androgen receptor modulators (SARMs) interact with androgen receptors (ARs), and selective estrogen receptor modulators (SERMs) interact with estrogen receptors (ERs), with variable tissue selectivity. SERMs, which interact with both ERб and ERв in a tissue-specific manner to produce diverse outcomes in multiple tissues, continue to generate significant interest for clinical application. Development of SARMs for clinical application has been slower to date because of potential adverse effects, but these diverse compounds continue to be investigated for use in disorders in which modulation of the AR is important. SARMs have been investigated mostly at the basic and preclinical level to date, with few human clinical trials published. These compounds have been evaluated mostly for application in different stages of prostate cancer to date, but they hold promise for multiple other applications. Publication of the large STAR and RUTH clinical trials demonstrated that the SERMs tamoxifen and raloxifene have interesting similarities and differences in tissues that contain ERs. Lasofoxifene, bazedoxifene, and arzoxifene are newer SERMs that have been demonstrated in clinical trials to more potently increase bone mineral density and lower serum cholesterol values than tamoxifen or raloxifene. Both SARMs and SERMs hold great promise for therapeutic use in multiple disorders in which tissue-specific effects are mediated by their respective receptors.

  4. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  5. Active Learning in Introductory Climatology.

    ERIC Educational Resources Information Center

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  6. Business Communication through Active Learning.

    ERIC Educational Resources Information Center

    Goff-Kfouri, Carol Ann

    Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive…

  7. Adaptive Batch Mode Active Learning.

    PubMed

    Chakraborty, Shayok; Balasubramanian, Vineeth; Panchanathan, Sethuraman

    2015-08-01

    Active learning techniques have gained popularity to reduce human effort in labeling data instances for inducing a classifier. When faced with large amounts of unlabeled data, such algorithms automatically identify the exemplar and representative instances to be selected for manual annotation. More recently, there have been attempts toward a batch mode form of active learning, where a batch of data points is simultaneously selected from an unlabeled set. Real-world applications require adaptive approaches for batch selection in active learning, depending on the complexity of the data stream in question. However, the existing work in this field has primarily focused on static or heuristic batch size selection. In this paper, we propose two novel optimization-based frameworks for adaptive batch mode active learning (BMAL), where the batch size as well as the selection criteria are combined in a single formulation. We exploit gradient-descent-based optimization strategies as well as properties of submodular functions to derive the adaptive BMAL algorithms. The solution procedures have the same computational complexity as existing state-of-the-art static BMAL techniques. Our empirical results on the widely used VidTIMIT and the mobile biometric (MOBIO) data sets portray the efficacy of the proposed frameworks and also certify the potential of these approaches in being used for real-world biometric recognition applications.

  8. Oral Hygiene. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  9. Blood Pressure. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on blood pressure is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  10. Learning Style Differences in the Perceived Effectiveness of Learning Activities

    ERIC Educational Resources Information Center

    Karns, Gary L.

    2006-01-01

    The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…

  11. Psychosocial Modulators of Motor Learning in Parkinson's Disease.

    PubMed

    Zemankova, Petra; Lungu, Ovidiu; Bares, Martin

    2016-01-01

    Using the remarkable overlap between brain circuits affected in Parkinson's disease (PD) and those underlying motor sequence learning, we may improve the effectiveness of motor rehabilitation interventions by identifying motor learning facilitators in PD. For instance, additional sensory stimulation and task cueing enhanced motor learning in people with PD, whereas exercising using musical rhythms or console computer games improved gait and balance, and reduced some motor symptoms, in addition to increasing task enjoyment. Yet, despite these advances, important knowledge gaps remain. Most studies investigating motor learning in PD used laboratory-specific tasks and equipment, with little resemblance to real life situations. Thus, it is unknown whether similar results could be achieved in more ecological setups and whether individual's task engagement could further improve motor learning capacity. Moreover, the role of social interaction in motor skill learning process has not yet been investigated in PD and the role of mind-set and self-regulatory mechanisms have been sporadically examined. Here, we review evidence suggesting that these psychosocial factors may be important modulators of motor learning in PD. We propose their incorporation in future research, given that it could lead to development of improved non-pharmacological interventions aimed to preserve or restore motor function in PD. PMID:26973495

  12. Psychosocial Modulators of Motor Learning in Parkinson's Disease.

    PubMed

    Zemankova, Petra; Lungu, Ovidiu; Bares, Martin

    2016-01-01

    Using the remarkable overlap between brain circuits affected in Parkinson's disease (PD) and those underlying motor sequence learning, we may improve the effectiveness of motor rehabilitation interventions by identifying motor learning facilitators in PD. For instance, additional sensory stimulation and task cueing enhanced motor learning in people with PD, whereas exercising using musical rhythms or console computer games improved gait and balance, and reduced some motor symptoms, in addition to increasing task enjoyment. Yet, despite these advances, important knowledge gaps remain. Most studies investigating motor learning in PD used laboratory-specific tasks and equipment, with little resemblance to real life situations. Thus, it is unknown whether similar results could be achieved in more ecological setups and whether individual's task engagement could further improve motor learning capacity. Moreover, the role of social interaction in motor skill learning process has not yet been investigated in PD and the role of mind-set and self-regulatory mechanisms have been sporadically examined. Here, we review evidence suggesting that these psychosocial factors may be important modulators of motor learning in PD. We propose their incorporation in future research, given that it could lead to development of improved non-pharmacological interventions aimed to preserve or restore motor function in PD.

  13. Psychosocial Modulators of Motor Learning in Parkinson’s Disease

    PubMed Central

    Zemankova, Petra; Lungu, Ovidiu; Bares, Martin

    2016-01-01

    Using the remarkable overlap between brain circuits affected in Parkinson’s disease (PD) and those underlying motor sequence learning, we may improve the effectiveness of motor rehabilitation interventions by identifying motor learning facilitators in PD. For instance, additional sensory stimulation and task cueing enhanced motor learning in people with PD, whereas exercising using musical rhythms or console computer games improved gait and balance, and reduced some motor symptoms, in addition to increasing task enjoyment. Yet, despite these advances, important knowledge gaps remain. Most studies investigating motor learning in PD used laboratory-specific tasks and equipment, with little resemblance to real life situations. Thus, it is unknown whether similar results could be achieved in more ecological setups and whether individual’s task engagement could further improve motor learning capacity. Moreover, the role of social interaction in motor skill learning process has not yet been investigated in PD and the role of mind-set and self-regulatory mechanisms have been sporadically examined. Here, we review evidence suggesting that these psychosocial factors may be important modulators of motor learning in PD. We propose their incorporation in future research, given that it could lead to development of improved non-pharmacological interventions aimed to preserve or restore motor function in PD. PMID:26973495

  14. Stimulating Deep Learning Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  15. Processing abstract language modulates motor system activity.

    PubMed

    Glenberg, Arthur M; Sato, Marc; Cattaneo, Luigi; Riggio, Lucia; Palumbo, Daniele; Buccino, Giovanni

    2008-06-01

    Embodiment theory proposes that neural systems for perception and action are also engaged during language comprehension. Previous neuroimaging and neurophysiological studies have only been able to demonstrate modulation of action systems during comprehension of concrete language. We provide neurophysiological evidence for modulation of motor system activity during the comprehension of both concrete and abstract language. In Experiment 1, when the described direction of object transfer or information transfer (e.g., away from the reader to another) matched the literal direction of a hand movement used to make a response, speed of responding was faster than when the two directions mismatched (an action-sentence compatibility effect). In Experiment 2, we used single-pulse transcranial magnetic stimulation to study changes in the corticospinal motor pathways to hand muscles while reading the same sentences. Relative to sentences that do not describe transfer, there is greater modulation of activity in the hand muscles when reading sentences describing transfer of both concrete objects and abstract information. These findings are discussed in relation to the human mirror neuron system. PMID:18470821

  16. Stress modulates the engagement of multiple memory systems in classification learning.

    PubMed

    Schwabe, Lars; Wolf, Oliver T

    2012-08-01

    Learning and memory are supported by anatomically and functionally distinct systems. Recent research suggests that stress may alter the contributions of multiple memory systems to learning, yet the underlying mechanism in the human brain remains completely unknown. Using event-related functional magnetic resonance imaging, we asked in the present experiment whether stress may modulate the engagement of hippocampus-based "declarative" and striatum-based "procedural" memory systems during classification learning in humans and what brain mechanisms are involved in this effect. We found that stress reduced declarative knowledge about the learning task and changed the used learning strategy from a single-cue-based declarative strategy to a multicue-based procedural strategy, whereas learning performance per se remained unaffected by stress. Neuroimaging revealed that hippocampal activity correlated positively with task performance in the control condition, whereas striatal activity correlated with performance in the stress condition. After stress, hippocampal activity was reduced and even negatively correlated with learning performance. These findings show for the first time that stress alters the engagement of multiple memory systems in the human brain. Stress impaired the hippocampus-dependent system and allowed the striatum to control behavior. The shift toward "procedural" learning after stress appears to rescue task performance, whereas attempts to engage the "declarative" system disrupt performance.

  17. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  18. Connecting Family Learning and Active Citizenship

    ERIC Educational Resources Information Center

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  19. Potentiating mGluR5 function with a positive allosteric modulator enhances adaptive learning.

    PubMed

    Xu, Jian; Zhu, Yongling; Kraniotis, Stephen; He, Qionger; Marshall, John J; Nomura, Toshihiro; Stauffer, Shaun R; Lindsley, Craig W; Conn, P Jeffrey; Contractor, Anis

    2013-08-01

    Metabotropic glutamate receptor 5 (mGluR5) plays important roles in modulating neural activity and plasticity and has been associated with several neuropathological disorders. Previous work has shown that genetic ablation or pharmacological inhibition of mGluR5 disrupts fear extinction and spatial reversal learning, suggesting that mGluR5 signaling is required for different forms of adaptive learning. Here, we tested whether ADX47273, a selective positive allosteric modulator (PAM) of mGluR5, can enhance adaptive learning in mice. We found that systemic administration of the ADX47273 enhanced reversal learning in the Morris Water Maze, an adaptive task. In addition, we found that ADX47273 had no effect on single-session and multi-session extinction, but administration of ADX47273 after a single retrieval trial enhanced subsequent fear extinction learning. Together these results demonstrate a role for mGluR5 signaling in adaptive learning, and suggest that mGluR5 PAMs represent a viable strategy for treatment of maladaptive learning and for improving behavioral flexibility.

  20. Potentiating mGluR5 function with a positive allosteric modulator enhances adaptive learning

    PubMed Central

    Xu, Jian; Zhu, Yongling; Kraniotis, Stephen; He, Qionger; Marshall, John J.; Nomura, Toshihiro; Stauffer, Shaun R.; Lindsley, Craig W.; Conn, P. Jeffrey; Contractor, Anis

    2013-01-01

    Metabotropic glutamate receptor 5 (mGluR5) plays important roles in modulating neural activity and plasticity and has been associated with several neuropathological disorders. Previous work has shown that genetic ablation or pharmacological inhibition of mGluR5 disrupts fear extinction and spatial reversal learning, suggesting that mGluR5 signaling is required for different forms of adaptive learning. Here, we tested whether ADX47273, a selective positive allosteric modulator (PAM) of mGluR5, can enhance adaptive learning in mice. We found that systemic administration of the ADX47273 enhanced reversal learning in the Morris Water Maze, an adaptive task. In addition, we found that ADX47273 had no effect on single-session and multi-session extinction, but administration of ADX47273 after a single retrieval trial enhanced subsequent fear extinction learning. Together these results demonstrate a role for mGluR5 signaling in adaptive learning, and suggest that mGluR5 PAMs represent a viable strategy for treatment of maladaptive learning and for improving behavioral flexibility. PMID:23869026

  1. Functional network reorganization in motor cortex can be explained by reward-modulated Hebbian learning

    PubMed Central

    Legenstein, Robert; Chase, Steven M.; Schwartz, Andrew B.; Maass, Wolfgang

    2011-01-01

    The control of neuroprosthetic devices from the activity of motor cortex neurons benefits from learning effects where the function of these neurons is adapted to the control task. It was recently shown that tuning properties of neurons in monkey motor cortex are adapted selectively in order to compensate for an erroneous interpretation of their activity. In particular, it was shown that the tuning curves of those neurons whose preferred directions had been misinterpreted changed more than those of other neurons. In this article, we show that the experimentally observed self-tuning properties of the system can be explained on the basis of a simple learning rule. This learning rule utilizes neuronal noise for exploration and performs Hebbian weight updates that are modulated by a global reward signal. In contrast to most previously proposed reward-modulated Hebbian learning rules, this rule does not require extraneous knowledge about what is noise and what is signal. The learning rule is able to optimize the performance of the model system within biologically realistic periods of time and under high noise levels. When the neuronal noise is fitted to experimental data, the model produces learning effects similar to those found in monkey experiments. PMID:25284966

  2. History and Evolution of Active Learning Spaces

    ERIC Educational Resources Information Center

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  3. Active Learning: Historical and Contemporary Perspectives.

    ERIC Educational Resources Information Center

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  4. Active Learning through Service-Learning

    ERIC Educational Resources Information Center

    Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

    2006-01-01

    Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

  5. Student Active Learning Methods in Physical Chemistry

    NASA Astrophysics Data System (ADS)

    Hinde, Robert J.; Kovac, Jeffrey

    2001-01-01

    We describe two strategies for implementing active learning in physical chemistry. One involves supplementing a traditional lecture course with heavily computer-based active-learning exercises carried out by cooperative groups in a department computer lab. The other uses cooperative learning almost exclusively, supplemented by occasional mini-lectures. Both approaches seemed to result in better student learning and a more positive attitude toward the subject. On the basis of our respective experiences using active learning techniques, we discuss some of the strengths of these techniques and some of the challenges we encountered using the active-learning approach in teaching physical chemistry.

  6. Blackout!: An Event-Based Science Module. Teacher's Guide. Electricity and Solar Activity Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  7. Blackout!: An Event-Based Science Module. Student Edition. Electricity and Solar Activity Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  8. Geology of Mars - An Internet-Based Learning Module for High School and Beginning College Students

    NASA Astrophysics Data System (ADS)

    Hsui, A. T.

    2001-12-01

    Following the concept of "classrooms without boundaries", a learning module to study Martian geology cooperatively through the Internet has been developed. This learning module contains two components: (1) webpages of content materials, and (2) an online discussion utility. The module is designed to address six geological processes that are either currently active or have occurred in the past on the surface of Mars. These processes include aeolian, impact cratering, hydro-, mass wasting, tectonic, and volcanic processes. Highlights of each process based on the observations obtained through the various NASA missions are briefly described. An introduction section that discusses the global properties of Mars is also included. Links to similar processes operating on Earth are provided when possible. Through these webpages, students are expected to learn the basic concepts about these geological processes and the conditions necessary for them to take place. These modules are designed to enable an instructor to choose either all or only parts of the processes in their classroom instructions. Associated with each geological process, a discussion forum is setup to enable students to conduct online discussions to enhance their learning. Together with each forum, some suggested discussion topics are provided. However, instructors are free to post their own discussion topics whenever deemed preferable. With this online discussion facility, students are able to discuss subject matters with students from other schools through the coordination of their instructors from the respective schools. To avoid the high costs of some commercial discussion software packages, a freeware called "Ikonboard" is chosen to facilitate online discussions. The Ikonboard is quite adequate in providing all the essential elements for online discussions. Instructors can even assign students to separate discussion groups. Through the interactions with others from different geographical areas and with

  9. Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

    PubMed

    Gaikwad, Nitin; Tankhiwale, Suresh

    2014-01-01

    Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and

  10. Developing Metacognition: A Basis for Active Learning

    ERIC Educational Resources Information Center

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

  11. Module for Learning Integral Calculus with Maple: Lecturers' Views

    ERIC Educational Resources Information Center

    Awang, Tuan Salwani; Zakaria, Effandi

    2012-01-01

    Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus…

  12. Learning activism, acting with phronesis

    NASA Astrophysics Data System (ADS)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  13. Module Seven: Combination Circuits and Voltage Dividers; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn to apply the rules previously learned for series and parallel circuits to more complex circuits called series-parallel circuits, discover the utility of a common reference when making reference to voltage values, and learn how to obtain a required voltage from a voltage divider network. The module is divided…

  14. The Student Experience of a Collaborative E-Learning University Module

    ERIC Educational Resources Information Center

    Biasutti, Michele

    2011-01-01

    The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

  15. Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.

    PubMed

    Grabner, Roland H; Rütsche, Bruno; Ruff, Christian C; Hauser, Tobias U

    2015-07-01

    The successful acquisition of arithmetic skills is an essential step in the development of mathematical competencies and has been associated with neural activity in the left posterior parietal cortex (PPC). It is unclear, however, whether this brain region plays a causal role in arithmetic skill acquisition and whether arithmetic learning can be modulated by means of non-invasive brain stimulation of this key region. In the present study we addressed these questions by applying transcranial direct current stimulation (tDCS) over the left PPC during a short-term training that simulates the typical path of arithmetic skill acquisition (specifically the transition from effortful procedural to memory-based problem-solving strategies). Sixty participants received either anodal, cathodal or sham tDCS while practising complex multiplication and subtraction problems. The stability of the stimulation-induced learning effects was assessed in a follow-up test 24 h after the training. Learning progress was modulated by tDCS. Cathodal tDCS (compared with sham) decreased learning rates during training and resulted in poorer performance which lasted over 24 h after stimulation. Anodal tDCS showed an operation-specific improvement for subtraction learning. Our findings extend previous studies by demonstrating that the left PPC is causally involved in arithmetic learning (and not only in arithmetic performance) and that even a short-term tDCS application can modulate the success of arithmetic knowledge acquisition. Moreover, our finding of operation-specific anodal stimulation effects suggests that the enhancing effects of tDCS on learning can selectively affect just one of several cognitive processes mediated by the stimulated area.

  16. Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.

    PubMed

    Grabner, Roland H; Rütsche, Bruno; Ruff, Christian C; Hauser, Tobias U

    2015-07-01

    The successful acquisition of arithmetic skills is an essential step in the development of mathematical competencies and has been associated with neural activity in the left posterior parietal cortex (PPC). It is unclear, however, whether this brain region plays a causal role in arithmetic skill acquisition and whether arithmetic learning can be modulated by means of non-invasive brain stimulation of this key region. In the present study we addressed these questions by applying transcranial direct current stimulation (tDCS) over the left PPC during a short-term training that simulates the typical path of arithmetic skill acquisition (specifically the transition from effortful procedural to memory-based problem-solving strategies). Sixty participants received either anodal, cathodal or sham tDCS while practising complex multiplication and subtraction problems. The stability of the stimulation-induced learning effects was assessed in a follow-up test 24 h after the training. Learning progress was modulated by tDCS. Cathodal tDCS (compared with sham) decreased learning rates during training and resulted in poorer performance which lasted over 24 h after stimulation. Anodal tDCS showed an operation-specific improvement for subtraction learning. Our findings extend previous studies by demonstrating that the left PPC is causally involved in arithmetic learning (and not only in arithmetic performance) and that even a short-term tDCS application can modulate the success of arithmetic knowledge acquisition. Moreover, our finding of operation-specific anodal stimulation effects suggests that the enhancing effects of tDCS on learning can selectively affect just one of several cognitive processes mediated by the stimulated area. PMID:25970697

  17. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  18. An alarm pheromone modulates appetitive olfactory learning in the honeybee (apis mellifera).

    PubMed

    Urlacher, Elodie; Francés, Bernard; Giurfa, Martin; Devaud, Jean-Marc

    2010-01-01

    In honeybees, associative learning is embedded in a social context as bees possess a highly complex social organization in which communication among individuals is mediated by dance behavior informing about food sources, and by a high variety of pheromones that maintain the social links between individuals of a hive. Proboscis extension response conditioning is a case of appetitive learning, in which harnessed bees learn to associate odor stimuli with sucrose reward in the laboratory. Despite its recurrent use as a tool for uncovering the behavioral, cellular, and molecular bases underlying associative learning, the question of whether social signals (pheromones) affect appetitive learning has not been addressed in this experimental framework. This situation contrasts with reports underlining that foraging activity of bees is modulated by alarm pheromones released in the presence of a potential danger. Here, we show that appetitive learning is impaired by the sting alarm pheromone (SAP) which, when released by guards, recruits foragers to defend the hive. This effect is mimicked by the main component of SAP, isopentyl acetate, is dose-dependent and lasts up to 24 h. Learning impairment is specific to alarm signal exposure and is independent of the odorant used for conditioning. Our results suggest that learning impairment may be a response to the biological significance of SAP as an alarm signal, which would detract bees from responding to any appetitive stimuli in a situation in which such responses would be of secondary importance. PMID:20838475

  19. Dopaminergic drugs modulate learning rates and perseveration in Parkinson's patients in a dynamic foraging task.

    PubMed

    Rutledge, Robb B; Lazzaro, Stephanie C; Lau, Brian; Myers, Catherine E; Gluck, Mark A; Glimcher, Paul W

    2009-12-01

    Making appropriate choices often requires the ability to learn the value of available options from experience. Parkinson's disease is characterized by a loss of dopamine neurons in the substantia nigra, neurons hypothesized to play a role in reinforcement learning. Although previous studies have shown that Parkinson's patients are impaired in tasks involving learning from feedback, they have not directly tested the widely held hypothesis that dopamine neuron activity specifically encodes the reward prediction error signal used in reinforcement learning models. To test a key prediction of this hypothesis, we fit choice behavior from a dynamic foraging task with reinforcement learning models and show that treatment with dopaminergic drugs alters choice behavior in a manner consistent with the theory. More specifically, we found that dopaminergic drugs selectively modulate learning from positive outcomes. We observed no effect of dopaminergic drugs on learning from negative outcomes. We also found a novel dopamine-dependent effect on decision making that is not accounted for by reinforcement learning models: perseveration in choice, independent of reward history, increases with Parkinson's disease and decreases with dopamine therapy.

  20. An Alarm Pheromone Modulates Appetitive Olfactory Learning in the Honeybee (Apis Mellifera)

    PubMed Central

    Urlacher, Elodie; Francés, Bernard; Giurfa, Martin; Devaud, Jean-Marc

    2010-01-01

    In honeybees, associative learning is embedded in a social context as bees possess a highly complex social organization in which communication among individuals is mediated by dance behavior informing about food sources, and by a high variety of pheromones that maintain the social links between individuals of a hive. Proboscis extension response conditioning is a case of appetitive learning, in which harnessed bees learn to associate odor stimuli with sucrose reward in the laboratory. Despite its recurrent use as a tool for uncovering the behavioral, cellular, and molecular bases underlying associative learning, the question of whether social signals (pheromones) affect appetitive learning has not been addressed in this experimental framework. This situation contrasts with reports underlining that foraging activity of bees is modulated by alarm pheromones released in the presence of a potential danger. Here, we show that appetitive learning is impaired by the sting alarm pheromone (SAP) which, when released by guards, recruits foragers to defend the hive. This effect is mimicked by the main component of SAP, isopentyl acetate, is dose-dependent and lasts up to 24 h. Learning impairment is specific to alarm signal exposure and is independent of the odorant used for conditioning. Our results suggest that learning impairment may be a response to the biological significance of SAP as an alarm signal, which would detract bees from responding to any appetitive stimuli in a situation in which such responses would be of secondary importance. PMID:20838475

  1. An alarm pheromone modulates appetitive olfactory learning in the honeybee (apis mellifera).

    PubMed

    Urlacher, Elodie; Francés, Bernard; Giurfa, Martin; Devaud, Jean-Marc

    2010-01-01

    In honeybees, associative learning is embedded in a social context as bees possess a highly complex social organization in which communication among individuals is mediated by dance behavior informing about food sources, and by a high variety of pheromones that maintain the social links between individuals of a hive. Proboscis extension response conditioning is a case of appetitive learning, in which harnessed bees learn to associate odor stimuli with sucrose reward in the laboratory. Despite its recurrent use as a tool for uncovering the behavioral, cellular, and molecular bases underlying associative learning, the question of whether social signals (pheromones) affect appetitive learning has not been addressed in this experimental framework. This situation contrasts with reports underlining that foraging activity of bees is modulated by alarm pheromones released in the presence of a potential danger. Here, we show that appetitive learning is impaired by the sting alarm pheromone (SAP) which, when released by guards, recruits foragers to defend the hive. This effect is mimicked by the main component of SAP, isopentyl acetate, is dose-dependent and lasts up to 24 h. Learning impairment is specific to alarm signal exposure and is independent of the odorant used for conditioning. Our results suggest that learning impairment may be a response to the biological significance of SAP as an alarm signal, which would detract bees from responding to any appetitive stimuli in a situation in which such responses would be of secondary importance.

  2. Dopaminergic drugs modulate learning rates and perseveration in Parkinson's patients in a dynamic foraging task.

    PubMed

    Rutledge, Robb B; Lazzaro, Stephanie C; Lau, Brian; Myers, Catherine E; Gluck, Mark A; Glimcher, Paul W

    2009-12-01

    Making appropriate choices often requires the ability to learn the value of available options from experience. Parkinson's disease is characterized by a loss of dopamine neurons in the substantia nigra, neurons hypothesized to play a role in reinforcement learning. Although previous studies have shown that Parkinson's patients are impaired in tasks involving learning from feedback, they have not directly tested the widely held hypothesis that dopamine neuron activity specifically encodes the reward prediction error signal used in reinforcement learning models. To test a key prediction of this hypothesis, we fit choice behavior from a dynamic foraging task with reinforcement learning models and show that treatment with dopaminergic drugs alters choice behavior in a manner consistent with the theory. More specifically, we found that dopaminergic drugs selectively modulate learning from positive outcomes. We observed no effect of dopaminergic drugs on learning from negative outcomes. We also found a novel dopamine-dependent effect on decision making that is not accounted for by reinforcement learning models: perseveration in choice, independent of reward history, increases with Parkinson's disease and decreases with dopamine therapy. PMID:19955362

  3. Teaching calculus using module based on cooperative learning strategy

    NASA Astrophysics Data System (ADS)

    Arbin, Norazman; Ghani, Sazelli Abdul; Hamzah, Firdaus Mohamad

    2014-06-01

    The purpose of the research is to evaluate the effectiveness of a module which utilizes the cooperative learning for teaching Calculus for limit, derivative and integral. The sample consists of 50 semester 1 students from the Science Programme (AT 16) Sultan Idris Education University. A set of questions of related topics (pre and post) has been used as an instrument to collect data. The data is analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The result shows that students have positive inclination towards the modulein terms of understanding.

  4. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  5. Learning Activities for the Young Handicapped Child.

    ERIC Educational Resources Information Center

    Bailey, Don; And Others

    Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

  6. Active Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  7. Reinforcement learning or active inference?

    PubMed

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  8. Effect of Active Learning Techniques on Students' Choice of Approach to Learning in Dentistry: A South African Case Study

    ERIC Educational Resources Information Center

    Khan, S.

    2011-01-01

    The purpose of this article is to report on empirical work, related to a techniques module, undertaken with the dental students of the University of the Western Cape, South Africa. I will relate how a range of different active learning techniques (tutorials; question papers and mock tests) assisted students to adopt a deep approach to learning in…

  9. Module Fifteen: Special Topics; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The final module emphasizes utilizing the information learned in modules 1-14 to analyze and evaluate the power supply constructed in Module 0. The module contains the following narrative--power supply evaluation; experiment 1--resistance analysis of the half-wave and semiconductor power supply; experiment 2--voltage analysis of the half-wave and…

  10. Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

    PubMed

    Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

    2016-09-01

    Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing. PMID:27167401

  11. Using Teaching Teams to Encourage Active Learning

    ERIC Educational Resources Information Center

    Gueldenzoph, Lisa E.

    2007-01-01

    This article discusses the use of teaching teams to encourage active learning in a business communication class. The author offers examples of short activities that can be used to help create an active learning environment. Some of these favorite activities include homework reviews, the value line, 3-2-1 processor, and muddiest point. In each of…

  12. Pallidal spiking activity reflects learning dynamics and predicts performance

    PubMed Central

    Noblejas, Maria Imelda; Mizrahi, Aviv D.; Dauber, Omer; Bergman, Hagai

    2016-01-01

    The basal ganglia (BG) network has been divided into interacting actor and critic components, modulating the probabilities of different state–action combinations through learning. Most models of learning and decision making in the BG focus on the roles of the striatum and its dopaminergic inputs, commonly overlooking the complexities and interactions of BG downstream nuclei. In this study, we aimed to reveal the learning-related activity of the external segment of the globus pallidus (GPe), a downstream structure whose computational role has remained relatively unexplored. Recording from monkeys engaged in a deterministic three-choice reversal learning task, we found that changes in GPe discharge rates predicted subsequent behavioral shifts on a trial-by-trial basis. Furthermore, the activity following the shift encoded whether it resulted in reward or not. The frequent changes in stimulus–outcome contingencies (i.e., reversals) allowed us to examine the learning-related neural activity and show that GPe discharge rates closely matched across-trial learning dynamics. Additionally, firing rates exhibited a linear decrease in sequences of correct responses, possibly reflecting a gradual shift from goal-directed execution to automaticity. Thus, modulations in GPe spiking activity are highest for attention-demanding aspects of behavior (i.e., switching choices) and decrease as attentional demands decline (i.e., as performance becomes automatic). These findings are contrasted with results from striatal tonically active neurons, which show none of these task-related modulations. Our results demonstrate that GPe, commonly studied in motor contexts, takes part in cognitive functions, in which movement plays a marginal role. PMID:27671661

  13. The integration of an online module on student learning.

    PubMed

    Yehle, Karen S; Chang, Karen

    2012-11-01

    Heart failure is a prevalent and costly condition. Patients with better self-management are less likely to be rehospitalized. An online interactive heart failure module was developed and integrated into a medical-surgical nursing course to assist students in learning how to care for patients with heart failure. The purpose of this study was to examine whether the integration of an online heart failure module improved baccalaureate nursing students' heart failure self-management knowledge. A pretest/posttest design was used to examine the effects of student knowledge of heart failure self-management following implementation of an online module. Among 235 students, significant improvement of heart failure self-management knowledge was observed (P < .05). The mean posttest scores ranged from 13.82 to 15.93. Students had problems mastering knowledge of weight monitoring, use of nonsteroidal anti-inflammatory drugs, symptoms to report to physicians, and potassium-based salt substitutes. These findings were similar to four studies examining nurses' knowledge of heart failure. Students and nurses have difficulty mastering similar heart failure education concepts. An additional strategy, such as simulated or case scenarios, needs to be developed to help nurses and nursing students master all key concepts of heart failure self-management.

  14. Revision of the DELFIC Particle Activity Module

    SciTech Connect

    Hooper, David A; Jodoin, Vincent J

    2010-09-01

    The Defense Land Fallout Interpretive Code (DELFIC) was originally released in 1968 as a tool for modeling fallout patterns and for predicting exposure rates. Despite the continual advancement of knowledge of fission yields, decay behavior of fission products, and biological dosimetry, the decay data and logic of DELFIC have remained mostly unchanged since inception. Additionally, previous code revisions caused a loss of conservation of radioactive nuclides. In this report, a new revision of the decay database and the Particle Activity Module is introduced and explained. The database upgrades discussed are replacement of the fission yields with ENDF/B-VII data as formatted in the Oak Ridge Isotope Generation (ORIGEN) code, revised decay constants, revised exposure rate multipliers, revised decay modes and branching ratios, and revised boiling point data. Included decay logic upgrades represent a correction of a flaw in the treatment of the fission yields, extension of the logic to include more complex decay modes, conservation of nuclides (including stable nuclides) at all times, and conversion of key variables to double precision for nuclide conservation. Finally, recommended future work is discussed with an emphasis on completion of the overall radiation physics upgrade, particularly for dosimetry, induced activity, decay of the actinides, and fractionation.

  15. Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates

    ERIC Educational Resources Information Center

    Paxman, Jenny R.; Nield, Kevin; Hall, Anna C.

    2011-01-01

    Abstract: Nutrition and food students at Sheffield Hallam University completed an "active learning" assessment as part of a final year module, Applied Nutrition 2. The purpose of the "active learning" assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower, oral business…

  16. Differential Modulation of Reinforcement Learning by D2 Dopamine and NMDA Glutamate Receptor Antagonism

    PubMed Central

    Klein, Tilmann A.; Ullsperger, Markus

    2014-01-01

    The firing pattern of midbrain dopamine (DA) neurons is well known to reflect reward prediction errors (PEs), the difference between obtained and expected rewards. The PE is thought to be a crucial signal for instrumental learning, and interference with DA transmission impairs learning. Phasic increases of DA neuron firing during positive PEs are driven by activation of NMDA receptors, whereas phasic suppression of firing during negative PEs is likely mediated by inputs from the lateral habenula. We aimed to determine the contribution of DA D2-class and NMDA receptors to appetitively and aversively motivated reinforcement learning. Healthy human volunteers were scanned with functional magnetic resonance imaging while they performed an instrumental learning task under the influence of either the DA D2 receptor antagonist amisulpride (400 mg), the NMDA receptor antagonist memantine (20 mg), or placebo. Participants quickly learned to select (“approach”) rewarding and to reject (“avoid”) punishing options. Amisulpride impaired both approach and avoidance learning, while memantine mildly attenuated approach learning but had no effect on avoidance learning. These behavioral effects of the antagonists were paralleled by their modulation of striatal PEs. Amisulpride reduced both appetitive and aversive PEs, while memantine diminished appetitive, but not aversive PEs. These data suggest that striatal D2-class receptors contribute to both approach and avoidance learning by detecting both the phasic DA increases and decreases during appetitive and aversive PEs. NMDA receptors on the contrary appear to be required only for approach learning because phasic DA increases during positive PEs are NMDA dependent, whereas phasic decreases during negative PEs are not. PMID:25253860

  17. Integration of Team-Based Learning Strategies Into a Cardiovascular Module

    PubMed Central

    Johnson, Jeremy L.; Ripley, Toni L.

    2010-01-01

    Objectives To integrate components of team-based learning (TBL) into a cardiovascular module to increase students' responsibility for their own learning and actively engage students across 2 campuses in patient cases. Design An existing cardiovascular course module was modified by replacing 8 hours of lectures with self-directed learning (SDL) assignments and transforming case discussion sessions using TBL methodologies. Case discussions were delivered using TBL methods to increase engagement of all students across both campuses while maintaining a low faculty-to-student ratio in the classrooms. Readiness assurance quizzes were performed with each SDL assignment and TBL case session. Assessment Student and faculty satisfaction improved with the addition of SDL assignments and TBL cases without adverse effects on grades in the wake of the 14% decrease in lecture time. Total faculty time required increased primarily in the first year because of development of course materials. Conclusion A modified TBL format was successfully integrated into a lecture-based cardiovascular module, resulting in improved student and faculty satisfaction with the course and no adverse effect on student performance. PMID:20414450

  18. [The effect of different motor regimens modulating spontaneous activity on rat behavior].

    PubMed

    Kulikov, V P; Kiselev, V I; Konev, I V

    1993-01-01

    A method was developed of non-stressful modulation of spontaneous motor activity of rats. Restraint of mobility was found to inhibit spontaneous activity. Physiological stimulation of muscle activity by means of complication of food-procuring behaviour was accompanied by increase of spontaneous activity. Physiological stimulation of motor activity was characterized by stability of orienting-exploratory behaviour, emotional reactivity, expression of "freedom response", the best learning and working abilities of the animals. Regimes with imposing or restriction of muscle activity favoured the inhibition of spontaneous activity and the decrease of efficiency of adaptive behaviour. Motor regimes accompanied by increase of spontaneous activity were found to be optimal for adaptive behaviour.

  19. Activities for Science: Cooperative Learning Lessons (Challenging).

    ERIC Educational Resources Information Center

    Jasmine, Grace; Jasmine, Julia

    This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…

  20. Dissociation between active and observational learning from positive and negative feedback in Parkinsonism.

    PubMed

    Kobza, Stefan; Ferrea, Stefano; Schnitzler, Alfons; Pollok, Bettina; Südmeyer, Martin; Bellebaum, Christian

    2012-01-01

    Feedback to both actively performed and observed behaviour allows adaptation of future actions. Positive feedback leads to increased activity of dopamine neurons in the substantia nigra, whereas dopamine neuron activity is decreased following negative feedback. Dopamine level reduction in unmedicated Parkinson's Disease patients has been shown to lead to a negative learning bias, i.e. enhanced learning from negative feedback. Recent findings suggest that the neural mechanisms of active and observational learning from feedback might differ, with the striatum playing a less prominent role in observational learning. Therefore, it was hypothesized that unmedicated Parkinson's Disease patients would show a negative learning bias only in active but not in observational learning. In a between-group design, 19 Parkinson's Disease patients and 40 healthy controls engaged in either an active or an observational probabilistic feedback-learning task. For both tasks, transfer phases aimed to assess the bias to learn better from positive or negative feedback. As expected, actively learning patients showed a negative learning bias, whereas controls learned better from positive feedback. In contrast, no difference between patients and controls emerged for observational learning, with both groups showing better learning from positive feedback. These findings add to neural models of reinforcement-learning by suggesting that dopamine-modulated input to the striatum plays a minor role in observational learning from feedback. Future research will have to elucidate the specific neural underpinnings of observational learning.

  1. Improved Sequence Learning with Subthalamic Nucleus Deep Brain Stimulation: Evidence for Treatment-Specific Network Modulation

    PubMed Central

    Mure, Hideo; Tang, Chris C.; Argyelan, Miklos; Ghilardi, Maria-Felice; Kaplitt, Michael G.; Dhawan, Vijay; Eidelberg, David

    2015-01-01

    We used a network approach to study the effects of anti-parkinsonian treatment on motor sequence learning in humans. Eight Parkinson’s disease (PD) patients with bilateral subthalamic nucleus (STN) deep brain stimulation underwent H2 15Opositron emission tomography (PET) imaging to measure regional cerebral blood flow (rCBF) while they performed kinematically matched sequence learning and movement tasks at baseline and during stimulation. Network analysis revealed a significant learning-related spatial covariance pattern characterized by consistent increases in subject expression during stimulation (p = 0.008, permutation test). The network was associated with increased activity in the lateral cerebellum, dorsal premotor cortex, and parahippocampal gyrus, with covarying reductions in the supplementary motor area (SMA) and orbitofrontal cortex. Stimulation-mediated increases in network activity correlated with concurrent improvement in learning performance (p < 0.02). To determine whether similar changes occurred during dopaminergic pharmacotherapy, we studied the subjects during an intravenous levodopa infusion titrated to achieve a motor response equivalent to stimulation. Despite consistent improvement in motor ratings during infusion, levodopa did not alter learning performance or network activity. Analysis of learning-related rCBF in network regions revealed improvement in baseline abnormalities with STN stimulation but not levodopa. These effects were most pronounced in the SMA. In this region, a consistent rCBF response to stimulation was observed across subjects and trials (p = 0.01), although the levodopa response was not significant. These findings link the cognitive treatment response in PD to changes in the activity of a specific cerebello-premotor cortical network. Selective modulation of overactive SMA–STN projection pathways may underlie the improvement in learning found with stimulation. PMID:22357863

  2. Development and validation of a computer-based learning module for wrist arthroscopy.

    PubMed

    Obdeijn, M C; Alewijnse, J V; Mathoulin, C; Liverneaux, P; Tuijthof, G J M; Schijven, M P

    2014-04-01

    The objective of this study was to develop and validate a computer-based module for wrist arthroscopy to which a group of experts could consent. The need for such a module was assessed with members of the European Wrist Arthroscopy Society (EWAS). The computer-based module was developed through several rounds of consulting experts on the content. The module's learning enhancement was tested in a randomized controlled trial with 28 medical students who were assigned to the computer-based module group or lecture group. The design process led to a useful tool, which is supported by a panel of experts. Although the computer based module did not enhance learning, the participants did find the module more pleasant to use. Developing learning tools such as this computer-based module can improve the teaching of wrist arthroscopy skills.

  3. Synthetic modulators of TRP channel activity.

    PubMed

    Harteneck, Christian; Klose, Chihab; Krautwurst, Dietmar

    2011-01-01

    In humans, 27 TRP channels from 6 related families contribute to a broad spectrum of cellular functions, such as thermo-, pressure-, volume-, pain- and chemosensation. Pain and inflammation-inducing compounds represent potent plant and animal defense mechanisms explaining the great variety of the naturally occurring, TRPV1-, TRPM8-, and TRPA1-activating ligands. The discovery of the first vanilloid receptor (TRPV1) and its involvement in nociception triggered the euphoria and the hope in novel therapeutic strategies treating pain, and this clear-cut indication inspired the development of TRPV1-selective ligands. On the other hand the nescience in the physiological role and putative clinical indication hampered the development of a selective drug in the case of the other TRP channels. Therefore, currently only a handful of mostly un-selective blocker is available to target TRP channels. Nevertheless, there is an ongoing quest for new, natural or synthetic ligands and modulators. In this chapter, we will give an overview on available broad-range blocker, as well as first TRP channel-selective compounds. PMID:21290290

  4. Learning context modulates aversive taste strength in honey bees.

    PubMed

    de Brito Sanchez, Maria Gabriela; Serre, Marion; Avarguès-Weber, Aurore; Dyer, Adrian G; Giurfa, Martin

    2015-03-01

    The capacity of honey bees (Apis mellifera) to detect bitter substances is controversial because they ingest without reluctance different kinds of bitter solutions in the laboratory, whereas free-flying bees avoid them in visual discrimination tasks. Here, we asked whether the gustatory perception of bees changes with the behavioral context so that tastes that are less effective as negative reinforcements in a given context become more effective in a different context. We trained bees to discriminate an odorant paired with 1 mol l(-1) sucrose solution from another odorant paired with either distilled water, 3 mol l(-1) NaCl or 60 mmol l(-1) quinine. Training was either Pavlovian [olfactory conditioning of the proboscis extension reflex (PER) in harnessed bees], or mainly operant (olfactory conditioning of free-walking bees in a Y-maze). PER-trained and maze-trained bees were subsequently tested both in their original context and in the alternative context. Whereas PER-trained bees transferred their choice to the Y-maze situation, Y-maze-trained bees did not respond with a PER to odors when subsequently harnessed. In both conditioning protocols, NaCl and distilled water were the strongest and the weakest aversive reinforcement, respectively. A significant variation was found for quinine, which had an intermediate aversive effect in PER conditioning but a more powerful effect in the Y-maze, similar to that of NaCl. These results thus show that the aversive strength of quinine varies with the learning context, and reveal the plasticity of the bee's gustatory system. We discuss the experimental constraints of both learning contexts and focus on stress as a key modulator of taste in the honey bee. Further explorations of bee taste are proposed to understand the physiology of taste modulation in bees.

  5. Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

    ERIC Educational Resources Information Center

    Florida, Jennifer

    2012-01-01

    The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

  6. Space station group activities habitability module study

    NASA Technical Reports Server (NTRS)

    Nixon, David

    1986-01-01

    This study explores and analyzes architectural design approaches for the interior of the Space Station Habitability Module (originally defined as Habitability Module 1 in Space Station Reference Configuration Decription, JSC-19989, August 1984). In the Research Phase, architectural program and habitability design guidelines are specified. In the Schematic Design Phase, a range of alternative concepts is described and illustrated with drawings, scale-model photographs and design analysis evaluations. Recommendations are presented on the internal architectural, configuration of the Space Station Habitability Module for such functions as the wardroom, galley, exercise facility, library and station control work station. The models show full design configurations for on-orbit performance.

  7. Kinaesthetic Learning Activities and Learning about Solar Cells

    ERIC Educational Resources Information Center

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  8. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  9. Gut vagal afferents differentially modulate innate anxiety and learned fear.

    PubMed

    Klarer, Melanie; Arnold, Myrtha; Günther, Lydia; Winter, Christine; Langhans, Wolfgang; Meyer, Urs

    2014-05-21

    Vagal afferents are an important neuronal component of the gut-brain axis allowing bottom-up information flow from the viscera to the CNS. In addition to its role in ingestive behavior, vagal afferent signaling has been implicated modulating mood and affect, including distinct forms of anxiety and fear. Here, we used a rat model of subdiaphragmatic vagal deafferentation (SDA), the most complete and selective vagal deafferentation method existing to date, to study the consequences of complete disconnection of abdominal vagal afferents on innate anxiety, conditioned fear, and neurochemical parameters in the limbic system. We found that compared with Sham controls, SDA rats consistently displayed reduced innate anxiety-like behavior in three procedures commonly used in preclinical rodent models of anxiety, namely the elevated plus maze test, open field test, and food neophobia test. On the other hand, SDA rats exhibited increased expression of auditory-cued fear conditioning, which specifically emerged as attenuated extinction of conditioned fear during the tone re-exposure test. The behavioral manifestations in SDA rats were associated with region-dependent changes in noradrenaline and GABA levels in key areas of the limbic system, but not with functional alterations in the hypothalamus-pituitary-adrenal grand stress. Our study demonstrates that innate anxiety and learned fear are both subjected to visceral modulation through abdominal vagal afferents, possibly via changing limbic neurotransmitter systems. These data add further weight to theories emphasizing an important role of afferent visceral signals in the regulation of emotional behavior.

  10. Quantitative analysis of cardiovascular modulation in respiratory neural activity.

    PubMed

    Dick, Thomas E; Morris, Kendall F

    2004-05-01

    We propose the 'delta(2)-statistic' for assessing the magnitude and statistical significance of arterial pulse-modulated activity of single neurones and present the results of applying this tool to medullary respiratory-modulated units. This analytical tool is a modification of the eta(2)-statistic and, consequently, based on the analysis of variance. The eta(2)-statistic reflects the consistency of respiratory-modulated activity on a cycle-by-cycle basis. However, directly applying this test to activity during the cardiac cycle proved ineffective because subjects-by-treatments matrices did not contain enough 'information'. We increased information by dividing the cardiac cycle into fewer bins, excluding cycles without activity and summing activity over multiple cycles. The analysed neuronal activity was an existing data set examining the neural control of respiration and cough. Neurones were recorded in the nuclei of the solitary tracts, and in the rostral and caudal ventral respiratory groups of decerebrate, neuromuscularly blocked, ventilated cats (n= 19). Two hundred of 246 spike trains were respiratory modulated; of these 53% were inspiratory (I), 36.5% expiratory (E), 6% IE phase spanning and 4.5% EI phase spanning and responsive to airway stimulation. Nearly half (n= 96/200) of the respiratory-modulated units were significantly pulse modulated and 13 were highly modulated with delta(2) values exceeding 0.3. In 10 of these highly modulated units, eta(2) values were greater than 0.3 and all 13 had, at least, a portion of their activity during expiration. We conclude that cardiorespiratory interaction is reciprocal; in addition to respiratory-modulated activity in a subset of neuronal activity patterns controlling the cardiovascular system, pulse-modulated activity exists in a subset of neuronal activity patterns controlling the respiratory system. Thus, cardio-ventilatory coupling apparent in respiratory motor output is evident and, perhaps, derived from the

  11. Noradrenergic modulation of extinction learning and exposure therapy.

    PubMed

    Mueller, Devin; Cahill, Shawn P

    2010-03-17

    Memory consolidation is enhanced by emotional arousal, an effect mediated by noradrenergic beta-receptor signaling. Norepinephrine strengthens consolidation of both appetitive and aversive learning, and is implicated in extinction of conditioned responses. In this review, we summarize work on the noradrenergic mechanisms of extinction learning and implications for extinction-based exposure therapy. The evidence suggests that norepinephrine release evoked by conditioned stimuli during extinction strengthens extinction memory via beta-receptor signaling. The modulatory effect of norepinephrine during extinction depends on predictable presentation of conditioned stimuli and optimal levels of norepinephrine release. Mechanistically, norepinephrine acts to increase cellular excitability and enhance synaptic plasticity within extinction-related neural circuitry. Currently, drugs that modulate norepinephrine are being used to treat symptoms of anxiety disorders, and are now being tested as pharmacotherapeutic prophalactics in the prevention of chronic posttraumatic stress reactions and as adjuncts to extinction-based exposure therapy. Studies of these new applications of noradrenergic drugs show a converging pattern of results with basic science suggesting ways in which basic laboratory findings can be translated into procedures to enhance clinical outcomes.

  12. Olfactory modulation by dopamine in the context of aversive learning

    PubMed Central

    Riffell, Jeffrey A.; Martin, Joshua P.; Gage, Stephanie L.; Nighorn, Alan J.

    2012-01-01

    The need to detect and process sensory cues varies in different behavioral contexts. Plasticity in sensory coding can be achieved by the context-specific release of neuromodulators in restricted brain areas. The context of aversion triggers the release of dopamine in the insect brain, yet the effects of dopamine on sensory coding are unknown. In this study, we characterize the morphology of dopaminergic neurons that innervate each of the antennal lobes (ALs; the first synaptic neuropils of the olfactory system) of the moth Manduca sexta and demonstrate with electrophysiology that dopamine enhances odor-evoked responses of the majority of AL neurons while reducing the responses of a small minority. Because dopamine release in higher brain areas mediates aversive learning we developed a naturalistic, ecologically inspired aversive learning paradigm in which an innately appetitive host plant floral odor is paired with a mimic of the aversive nectar of herbivorized host plants. This pairing resulted in a decrease in feeding behavior that was blocked when dopamine receptor antagonists were injected directly into the ALs. These results suggest that a transient dopaminergic enhancement of sensory output from the AL contributes to the formation of aversive memories. We propose a model of olfactory modulation in which specific contexts trigger the release of different neuromodulators in the AL to increase olfactory output to downstream areas of processing. PMID:22552185

  13. Not seeing or feeling is still believing: conscious and non-conscious pain modulation after direct and observational learning

    PubMed Central

    Egorova, Natalia; Park, Joel; Orr, Scott P.; Kirsch, Irving; Gollub, Randy L.; Kong, Jian

    2015-01-01

    Our experience with the world is shaped not only directly through personal exposure but also indirectly through observing others and learning from their experiences. Using a conditioning paradigm, we investigated how directly and observationally learned information can affect pain perception, both consciously and non-consciously. Differences between direct and observed cues were manifest in higher pain ratings and larger skin conductance responses to directly experienced cues. However, the pain modulation effects produced by conditioning were of comparable magnitude for direct and observational learning. These results suggest that social observation can induce positive and negative pain modulation. Importantly, the fact that cues learned by observation and activated non-consciously still produced a robust conditioning effect that withstood extinction highlights the role of indirect exposure in placebo and nocebo effects. PMID:26578164

  14. Not seeing or feeling is still believing: conscious and non-conscious pain modulation after direct and observational learning.

    PubMed

    Egorova, Natalia; Park, Joel; Orr, Scott P; Kirsch, Irving; Gollub, Randy L; Kong, Jian

    2015-11-18

    Our experience with the world is shaped not only directly through personal exposure but also indirectly through observing others and learning from their experiences. Using a conditioning paradigm, we investigated how directly and observationally learned information can affect pain perception, both consciously and non-consciously. Differences between direct and observed cues were manifest in higher pain ratings and larger skin conductance responses to directly experienced cues. However, the pain modulation effects produced by conditioning were of comparable magnitude for direct and observational learning. These results suggest that social observation can induce positive and negative pain modulation. Importantly, the fact that cues learned by observation and activated non-consciously still produced a robust conditioning effect that withstood extinction highlights the role of indirect exposure in placebo and nocebo effects.

  15. Active Learning in American History Class.

    ERIC Educational Resources Information Center

    Brill, Janice

    1996-01-01

    Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)

  16. Faculty Adoption of Active Learning Classrooms

    ERIC Educational Resources Information Center

    Van Horne, Sam; Murniati, Cecilia Titiek

    2016-01-01

    Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…

  17. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    ERIC Educational Resources Information Center

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  18. Finding a Way: Learning Activities in Geography for Grades 7-11.

    ERIC Educational Resources Information Center

    National Council for Geographic Education.

    This set of curriculum modules contains geography learning activities that emphasize strategies to encourage young women in geography and social studies classes. Compiled in an effort to improve the motivation and achievement levels of students in geography classrooms, grades 7-11, the modules aim to boost academic performance and overall interest…

  19. Medical Asepsis. Kit No. 302. Instructor's Manual [and] Student Learning Activity Guide. Health Occupations.

    ERIC Educational Resources Information Center

    Edwards, Gloria

    This instructor's manual and student learning guide comprise a module on medical asepsis for a secondary-level health occupations program. The six activities in the module cover medical asepsis terms; ways organisms spread; types of medical asepsis; aseptic equipment care; proper handwashing; and procedures for using masks, gloves, and gowns.…

  20. The Topography Tub Learning Activity

    NASA Astrophysics Data System (ADS)

    Glesener, G. B.

    2014-12-01

    Understanding the basic elements of a topographic map (i.e. contour lines and intervals) is just a small part of learning how to use this abstract representational system as a resource in geologic mapping. Interpretation of a topographic map and matching its features with real-world structures requires that the system is utilized for visualizing the shapes of these structures and their spatial orientation. To enrich students' skills in visualizing topography from topographic maps a spatial training activity has been developed that uses 3D objects of various shapes and sizes, a sighting tool, a plastic basin, water, and transparencies. In the first part of the activity, the student is asked to draw a topographic map of one of the 3D objects. Next, the student places the object into a plastic tub in which water is added to specified intervals of height. The shoreline at each interval is used to reference the location of the contour line the student draws on a plastic inkjet transparency directly above the object. A key part of this activity is the use of a sighting tool by the student to assist in keeping the pencil mark directly above the shoreline. It (1) ensures the accurate positioning of the contour line and (2) gives the learner experience with using a sight before going out into the field. Finally, after the student finishes drawing the contour lines onto the transparency, the student can compare and contrast the two maps in order to discover where improvements in their visualization of the contours can be made. The teacher and/or peers can also make suggestions on ways to improve. A number of objects with various shapes and sizes are used in this exercise to produce contour lines representing the different types of topography the student may encounter while field mapping. The intended outcome from using this visualization training activity is improvement in performance of visualizing topography as the student moves between the topographic representation and

  1. Learning to Produce Syllabic Speech Sounds via Reward-Modulated Neural Plasticity.

    PubMed

    Warlaumont, Anne S; Finnegan, Megan K

    2016-01-01

    At around 7 months of age, human infants begin to reliably produce well-formed syllables containing both consonants and vowels, a behavior called canonical babbling. Over subsequent months, the frequency of canonical babbling continues to increase. How the infant's nervous system supports the acquisition of this ability is unknown. Here we present a computational model that combines a spiking neural network, reinforcement-modulated spike-timing-dependent plasticity, and a human-like vocal tract to simulate the acquisition of canonical babbling. Like human infants, the model's frequency of canonical babbling gradually increases. The model is rewarded when it produces a sound that is more auditorily salient than sounds it has previously produced. This is consistent with data from human infants indicating that contingent adult responses shape infant behavior and with data from deaf and tracheostomized infants indicating that hearing, including hearing one's own vocalizations, is critical for canonical babbling development. Reward receipt increases the level of dopamine in the neural network. The neural network contains a reservoir with recurrent connections and two motor neuron groups, one agonist and one antagonist, which control the masseter and orbicularis oris muscles, promoting or inhibiting mouth closure. The model learns to increase the number of salient, syllabic sounds it produces by adjusting the base level of muscle activation and increasing their range of activity. Our results support the possibility that through dopamine-modulated spike-timing-dependent plasticity, the motor cortex learns to harness its natural oscillations in activity in order to produce syllabic sounds. It thus suggests that learning to produce rhythmic mouth movements for speech production may be supported by general cortical learning mechanisms. The model makes several testable predictions and has implications for our understanding not only of how syllabic vocalizations develop in

  2. Learning to Produce Syllabic Speech Sounds via Reward-Modulated Neural Plasticity.

    PubMed

    Warlaumont, Anne S; Finnegan, Megan K

    2016-01-01

    At around 7 months of age, human infants begin to reliably produce well-formed syllables containing both consonants and vowels, a behavior called canonical babbling. Over subsequent months, the frequency of canonical babbling continues to increase. How the infant's nervous system supports the acquisition of this ability is unknown. Here we present a computational model that combines a spiking neural network, reinforcement-modulated spike-timing-dependent plasticity, and a human-like vocal tract to simulate the acquisition of canonical babbling. Like human infants, the model's frequency of canonical babbling gradually increases. The model is rewarded when it produces a sound that is more auditorily salient than sounds it has previously produced. This is consistent with data from human infants indicating that contingent adult responses shape infant behavior and with data from deaf and tracheostomized infants indicating that hearing, including hearing one's own vocalizations, is critical for canonical babbling development. Reward receipt increases the level of dopamine in the neural network. The neural network contains a reservoir with recurrent connections and two motor neuron groups, one agonist and one antagonist, which control the masseter and orbicularis oris muscles, promoting or inhibiting mouth closure. The model learns to increase the number of salient, syllabic sounds it produces by adjusting the base level of muscle activation and increasing their range of activity. Our results support the possibility that through dopamine-modulated spike-timing-dependent plasticity, the motor cortex learns to harness its natural oscillations in activity in order to produce syllabic sounds. It thus suggests that learning to produce rhythmic mouth movements for speech production may be supported by general cortical learning mechanisms. The model makes several testable predictions and has implications for our understanding not only of how syllabic vocalizations develop in

  3. Learning to Produce Syllabic Speech Sounds via Reward-Modulated Neural Plasticity

    PubMed Central

    Warlaumont, Anne S.; Finnegan, Megan K.

    2016-01-01

    At around 7 months of age, human infants begin to reliably produce well-formed syllables containing both consonants and vowels, a behavior called canonical babbling. Over subsequent months, the frequency of canonical babbling continues to increase. How the infant’s nervous system supports the acquisition of this ability is unknown. Here we present a computational model that combines a spiking neural network, reinforcement-modulated spike-timing-dependent plasticity, and a human-like vocal tract to simulate the acquisition of canonical babbling. Like human infants, the model’s frequency of canonical babbling gradually increases. The model is rewarded when it produces a sound that is more auditorily salient than sounds it has previously produced. This is consistent with data from human infants indicating that contingent adult responses shape infant behavior and with data from deaf and tracheostomized infants indicating that hearing, including hearing one’s own vocalizations, is critical for canonical babbling development. Reward receipt increases the level of dopamine in the neural network. The neural network contains a reservoir with recurrent connections and two motor neuron groups, one agonist and one antagonist, which control the masseter and orbicularis oris muscles, promoting or inhibiting mouth closure. The model learns to increase the number of salient, syllabic sounds it produces by adjusting the base level of muscle activation and increasing their range of activity. Our results support the possibility that through dopamine-modulated spike-timing-dependent plasticity, the motor cortex learns to harness its natural oscillations in activity in order to produce syllabic sounds. It thus suggests that learning to produce rhythmic mouth movements for speech production may be supported by general cortical learning mechanisms. The model makes several testable predictions and has implications for our understanding not only of how syllabic vocalizations develop

  4. Learning by Doing: Engaging Students through Learner-Centered Activities

    ERIC Educational Resources Information Center

    Smart, Karl L.; Csapo, Nancy

    2007-01-01

    With a shift of focus from teaching to learning in higher education, teachers often look for strategies to involve students actively in the learning process, especially since numerous studies have demonstrated that a student's active involvement in the learning process enhances learning. Active learning has resulted in positive learning outcomes.…

  5. Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course

    ERIC Educational Resources Information Center

    Kim, Kyoungna; Sharma, Priya; Land, Susan M.; Furlong, Kevin P.

    2013-01-01

    To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students'…

  6. Infant Smiling during Social Interaction: Arousal Modulation or Activation Indicator?

    ERIC Educational Resources Information Center

    Ewy, Richard

    In a study of infant smiling, 20 mother-infant dyads were videotaped in normal face-to-face interaction when the infants were 9 and 14 weeks of age. Videotapes were used to determine which of two classes of smiling behavior models, either arousal modulation or activation indicator, was most supported by empirical data. Arousal modulation models…

  7. Intermediate Activated Sludge. Training Module 2.116.3.77.

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with operation of activated sludge wastewater treatment plants. Included are objectives, instructor guides, student handouts and transparency masters. This is the second level of a three module series and considers aeration devices,…

  8. Advanced Activated Sludge. Training Module 2.117.4.77.

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with operation of activated sludge wastewater treatment plants. Included are objectives, instructor guides, student handouts and transparency masters. This is the third level of a three module series and considers design and operation…

  9. Basic Activated Sludge. Training Module 2.115.2.77.

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document is an instructional module package prepared in objective form for use by an instructor familiar with operation of activated sludge wastewater treatment plants. Included are objectives, instructor guides, student handouts, and transparency masters. This is the first of a three module series and considers definition of terms, design…

  10. Exploring Space Science Concepts using Interactive Animations and Learning Modules (Invited)

    NASA Astrophysics Data System (ADS)

    Hallau, K.

    2009-12-01

    Many concepts in the planetary sciences can be difficult to teach using traditional or laboratory methods, but interactive media may provide unique opportunities to explore these. Such “interactives” can engage the user by allowing them to manipulate variables, view multiple trials in succession, and explore sophisticated conceptual information within a dynamic graphical interface. In formal educational settings, interactives accompanied by student data sheets can be used to foster and evaluate learning. At Montana State University’s Extended University we have developed interactive animations using Flash® to explore concepts such as gravity assist maneuvers and spin-orbit resonance as part of the education and public outreach efforts for NASA’s MESSENGER and New Horizons missions (to Mercury and Pluto, respectively). Some of theses interactives are paired with standards-based hands-on classroom activities. Here we will demonstrate several interactives and accompanying learning modules.

  11. The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

    PubMed

    Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

    2012-02-01

    Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed.

  12. High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

    ERIC Educational Resources Information Center

    Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

    2014-01-01

    The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

  13. Where's the Evidence that Active Learning Works?

    ERIC Educational Resources Information Center

    Michael, Joel

    2006-01-01

    Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences,…

  14. Active Affective Learning for Accelerated Schools.

    ERIC Educational Resources Information Center

    Richardson, Robert B.

    This paper provides the groundwork for Active Affective Learning and teaching adapted to the needs of the disadvantaged, at-risk students served by the Accelerated Schools Movement. One of the "golden rules" for the practice of Accelerated Learning, according to psychiatrist Georgi Lozanov, has been to maintain an "up-beat" classroom presentation…

  15. Active Learning in Applied Ethics Instruction.

    ERIC Educational Resources Information Center

    Brisin, Tom

    1995-01-01

    Describes an active learning strategy used in a college ethics course to direct students into exploring multiple perspectives in case studies. The technique expands on collaborative learning methods by adding role-playing and reflective writing. The technique has been successful in a journalism ethics course and is adaptable to any field in which…

  16. Active Learning through Toy Design and Development

    ERIC Educational Resources Information Center

    Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

    2009-01-01

    This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

  17. Conditions for Apprentices' Learning Activities at Work

    ERIC Educational Resources Information Center

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

  18. Child Development: An Active Learning Approach

    ERIC Educational Resources Information Center

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  19. Personalising e-learning modules: targeting Rasmussen levels using XML.

    PubMed

    Renard, J M; Leroy, S; Camus, H; Picavet, M; Beuscart, R

    2003-01-01

    The development of Internet technologies has made it possible to increase the number and the diversity of on-line resources for teachers and students. Initiatives like the French-speaking Virtual Medical University Project (UMVF) try to organise the access to these resources. But both teachers and students are working on a partly redundant subset of knowledge. From the analysis of some French courses we propose a model for knowledge organisation derived from Rasmussen's stepladder. In the context of decision-making Rasmussen has identified skill-based, rule-based and knowledge-based levels for the mental process. In the medical context of problem-solving, we apply these three levels to the definition of three students levels: beginners, intermediate-level learners, experts. Based on our model, we build a representation of the hierarchical structure of data using XML language. We use XSLT Transformation Language in order to filter relevant data according to student level and to propose an appropriate display on students' terminal. The model and the XML implementation we define help to design tools for building personalised e-learning modules. PMID:14664075

  20. The Use of Self-Learning Modules to Facilitate Learning of Basic Science Concepts in an Integrated Medical Curriculum

    ERIC Educational Resources Information Center

    Khalil, Mohammed K.; Nelson, Loren D.; Kibble, Jonathan D.

    2010-01-01

    This study used qualitative and quantitative approaches to evaluate the effectiveness of self-learning modules (SLMs) developed to facilitate and individualize students' learning of basic medical sciences. Twenty physiology and nineteen microanatomy SLMs were designed with interactive images, animations, narrations, and self-assessments. Of 41…

  1. How Transcranial Direct Current Stimulation Can Modulate Implicit Motor Sequence Learning and Consolidation: A Brief Review

    PubMed Central

    Savic, Branislav; Meier, Beat

    2016-01-01

    The purpose of this review is to investigate how transcranial direct current stimulation (tDCS) can modulate implicit motor sequence learning and consolidation. So far, most of the studies have focused on the modulating effect of tDCS for explicit motor learning. Here, we focus explicitly on implicit motor sequence learning and consolidation in order to improve our understanding about the potential of tDCS to affect this kind of unconscious learning. Specifically, we concentrate on studies with the serial reaction time task (SRTT), the classical paradigm for measuring implicit motor sequence learning. The influence of tDCS has been investigated for the primary motor cortex, the premotor cortex, the prefrontal cortex, and the cerebellum. The results indicate that tDCS above the primary motor cortex gives raise to the most consistent modulating effects for both implicit motor sequence learning and consolidation. PMID:26903837

  2. Beyond the four walls: Examining the use of authentic learning modules

    NASA Astrophysics Data System (ADS)

    Jagielski, Donna Marie

    While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to create solutions for energy issues the students have identified within their own schools. This study used a series of observations, interviews, and focus groups with the teacher participants to gather data in determining how and in what ways students were able to obtain real world experiences as active participants through the authentic learning modules. Because there are numerous teachers within the UA MS engineering 101 group, a future goal was to assist these additional teachers in providing this innovation to their students.

  3. Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

    PubMed

    Brown, James A L

    2016-05-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by

  4. Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

    PubMed

    Brown, James A L

    2016-05-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by

  5. An Active Learning Project for Forage Courses.

    ERIC Educational Resources Information Center

    Hall, M. H.

    1989-01-01

    Presented is a successfully implemented active learning project and results of a survey to assess the success of the project. Materials and methods are discussed, and an example of one project is provided. (Author/CW)

  6. Dopamine, reward learning, and active inference

    PubMed Central

    FitzGerald, Thomas H. B.; Dolan, Raymond J.; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings. PMID:26581305

  7. Nicotinic modulation of serotonergic activity in the dorsal raphe nucleus.

    PubMed

    Hernandez-Lopez, Salvador; Garduño, Julieta; Mihailescu, Stefan

    2013-01-01

    Cholinergic signaling mediated by nicotinic receptors has been associated to a large number of physiological and behavioral processes such as learning, memory, attention, food-intake and mood disorders. Although it is well established that many nicotinic actions are mediated through an increase in serotonin (5-HT) release, the physiological mechanisms by which nicotine produces these effects are still unclear. The dorsal raphe nucleus (DRN) contains the major amount of 5-HT neurons projecting to different parts of the brain. DRN also contains nicotinic acetylcholine receptors (nAChRs) located at somatic and presynaptic elements. Nicotine produces both inhibitory and excitatory effects on different subpopulations of 5-HT DRN neurons. In this review, we describe the presynaptic and postsynaptic mechanisms by which nicotine increases the excitability of DRN neurons as well as the subtypes of nAChRs involved. We also describe the inhibitory effects of nicotine and the role of 5-HT1A receptors in this effect. These nicotinic actions modulate the activity of different neuronal subpopulations in the DRN, changing the 5-HT tone in the brain areas where these groups of neurons project. Some of the physiological implications of nicotine-induced 5-HT release are discussed. PMID:24021594

  8. Circadian modulation of learning ability in a disease vector insect, Rhodnius prolixus.

    PubMed

    Vinauger, Clément; Lazzari, Claudio R

    2015-10-01

    Despite the drastic consequences it may have on the transmission of parasites, the ability of disease vectors to learn and retain information has just begun to be characterised. The kissing bug Rhodnius prolixus, a vector of Chagas disease, is an excellent model, particularly because conditioning the proboscis extension response (PER) constitutes a valuable paradigm to study their cognitive abilities under carefully controlled conditions. Another characteristic of these bugs is the temporal organisation of their different activities in a bimodal endogenous daily rhythm. This offers the opportunity to address the implication of the circadian system in learning and memory. Using aversive conditioning of the PER, we tested whether the ability of kissing bugs to learn and remember information varies during the day. We found that bugs perform well during the night, but not during the day: their ability to acquire information - but not their ability to retrieve it - is modulated by time. When the bugs were kept under constant conditions in order to analyse the origin of this rhythm, the rhythm continued to free run, showing its endogenous and truly circadian nature. These results are the first to evince the effect of the circadian system on the learning abilities of disease vectors and one of the few in insects in general. PMID:26276862

  9. People with Learning Disabilities and "Active Ageing"

    ERIC Educational Resources Information Center

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  10. Active Learning: Learning a Motor Skill Without a Coach

    PubMed Central

    Huang, Vincent S.; Shadmehr, Reza; Diedrichsen, Jörn

    2008-01-01

    When we learn a new skill (e.g., golf) without a coach, we are “active learners”: we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  11. Active learning: learning a motor skill without a coach.

    PubMed

    Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn

    2008-08-01

    When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  12. Wireless multi-level terahertz amplitude modulator using active metamaterial-based spatial light modulation.

    PubMed

    Rout, Saroj; Sonkusale, Sameer

    2016-06-27

    The ever increasing demand for bandwidth in wireless communication systems will inevitably lead to the extension of operating frequencies toward the terahertz (THz) band known as the 'THz gap'. Towards closing this gap, we present a multi-level amplitude shift keying (ASK) terahertz wireless communication system using terahertz spatial light modulators (SLM) instead of traditional voltage mode modulation, achieving higher spectral efficiency for high speed communication. The fundamental principle behind this higher efficiency is the conversion of a noisy voltage domain signal to a noise-free binary spatial pattern for effective amplitude modulation of a free-space THz carrier wave. Spatial modulation is achieved using an an active metamaterial array embedded with pseudomorphic high-electron mobility (pHEMT) designed in a consumer-grade galium-arsenide (GaAs) integrated circuit process which enables electronic control of its THz transmissivity. Each array is assembled as individually controllable tiles for transmissive terahertz spatial modulation. Using the experimental data from our metamaterial based modulator, we show that a four-level ASK digital communication system has two orders of magnitude improvement in symbol error rate (SER) for a degradation of 20 dB in transmit signal-to-noise ratio (SNR) using spatial light modulation compared to voltage controlled modulation. PMID:27410614

  13. Avoiding Consumer Frauds and Misrepresentations. A Learning Module.

    ERIC Educational Resources Information Center

    Garman, E. Thomas; Monroe, Sarah D.

    Focusing on avoiding consumer frauds and misrepresentations, this document is one in a series of three consumer education modules developed to educate individual adult consumers in important areas of consumer affairs. An introductory section provides an overview of the module contents, suggested approaches for using the module, and suggestions for…

  14. Active Learning through Online Instruction

    ERIC Educational Resources Information Center

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented through online…

  15. Learning Activism, Acting with Phronesis

    ERIC Educational Resources Information Center

    Lee, Yew-Jin

    2015-01-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of…

  16. MarsBots: A National Robotics Education Learning Module for Grades 3 and 4

    NASA Astrophysics Data System (ADS)

    Shaner, A. J.; Laura, M.; Wilkins, K.; Tidwell, L.; Lombardi, D.

    2006-03-01

    Developed by Phoenix Mission E/PO, MarsBots is an interdisciplinary learning module designed to engage elementary students in simulated investigations of the Martian environment and the robotic technologies of space exploration.

  17. Evaluation of a distance-learning immunology and pathology module in a postgraduate biomedical science course.

    PubMed

    Ryan, M T; Mulholland, C W

    2005-01-01

    An electronic presentation of materials for a distance-learning immunology and pathology module from a postgraduate biomedical science course is evaluated. Two different electronic presentation formats for the delivery of the educational material to distance learners are assessed. Responses from users of this material highlighted a preference for a format that has a design tailored to distance learning. There was no significant difference in learning outcome between those taking the module on campus and by distance learning. This suggests that the prerequisites for entry, learning materials and direction given to the students studying by distance learning are adequate for these students to achieve the learning objectives outlined in the course. The evaluation also gave direction for areas within the (CAL) application that can be improved for future students.

  18. Building Learning Modules for Undergraduate Education Using LEAD Technology

    NASA Astrophysics Data System (ADS)

    Clark, R. D.; Yalda, S.

    2006-12-01

    embedding students in an authentic, contextualized environment where the knowledge domain is an extension, yet integral supplement, to the classroom experience.This presentation describes two different approaches for the use of LEAD in undergraduate education: 1) a use-case for integrating LEAD technology into undergraduate subject material; and 2) making LEAD capability available to a select group of students participating in the National Collegiate Forecasting Contest (NCFC). The use-case (1) is designed to have students explore a particular weather phenomenon (e.g., a frontal boundary, jet streak, or lake effect snow event) through self-guided inquiry, and is intended as a supplement to classroom instruction. Students will use interactive, Web-based, LEAD-to-Learn modules created specifically to build conceptual knowledge of the phenomenon, adjoin germane terminology, explore relationships between concepts and similar phenomena using the LEAD ontology, and guide them through the experiment builder and workflow orchestration process in order to establish a high-resolution WRF run over a region that exhibits the characteristics of the phenomenon they wish to study. The results of the experiment will be stored in the student's MyLEAD workspace from which it can be retrieved, visualized and analyzed for atmospheric signatures characteristic of the phenomenon. The learning process is authentic in that students will be exposed to the same process of investigation, and will have available many of the same tools, as researchers. The modules serve to build content knowledge, guide discovery, and provide assessment while the LEAD portal opens the gateway to real-time observations, model accessibility, and a variety of tools, services, and resources.

  19. A Web Module to Teach Hydrology Using Problem Based Learning in the Context of Designing a Flood Detention Basin

    NASA Astrophysics Data System (ADS)

    Merck, M. F.; Tarboton, D. G.; Habib, E. H.; Lall, U.; Ma, Y.; Aly, A.

    2014-12-01

    HydroViz is a web-based, student-centered, highly visual educational system designed to support active learning in the field of Hydrology. It is primarily designed to be used in junior/senior/graduate level courses on subjects related to hydrology and water resources engineering. HydroViz presents case-based, data- and simulation-driven learning experiences in the form of modules that use data, models and analysis to introduce hydrologic concepts in the context of solving real world problems. One of several modules currently under development is based on a case study of Dry Canyon in Logan, Utah, where a flood detention basin has recently been constructed to protect an area of urban development at the mouth of the canyon. The module leads students through the design process, introducing key concepts along the way. It begins by introducing students to the concept of a watershed and methods for determining watershed properties and precipitation inputs from NOAA and NCDC sources. Then soil properties and the concepts involved in infiltration and runoff generation are introduced in support of methods for evaluating the design flood hydrograph. It concludes by introducing the use of computer models to examine alternative designs for the detention basin. Each section of the module uses active learning through hands-on activities that build the hydrologic knowledge needed to address the problem of flood protection. We will introduce the Hydroviz system and present the design cycle used to create the Dry Canyon module, including classroom implementation, student assessments of the system, and changes to the module resulting from the assessments.

  20. Effective, Active Learning Strategies for the Oceanography Classroom

    NASA Astrophysics Data System (ADS)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  1. Actively learning object names across ambiguous situations.

    PubMed

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies. PMID:23335580

  2. Module Thirteen: Series AC RLC Circuits and Resonance; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will combine RL (resistive-inductance) and RC (resistive-capacitive) circuits and learn some of the phenomena which result. The module is divided into four lessons: solving RLC (resistive-inductance-capacitive) circuits, resonant frequency in series circuits, conditions of series resonance, and experiments with series…

  3. Module Fourteen: Parallel AC Resistive-Reactive Circuits; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn about parallel RL (resistive-inductance), RC (resistive-capacitive), and RCL (resistive-capacitive-inductance) circuits and the conditions that exist at resonance. The module is divided into six lessons: solving for quantities in RL parallel circuits; variational analysis of RL parallel circuits; parallel RC…

  4. Module Six: Parallel Circuits; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    In this module the student will learn the rules that govern the characteristics of parallel circuits; the relationships between voltage, current, resistance and power; and the results of common troubles in parallel circuits. The module is divided into four lessons: rules of voltage and current, rules for resistance and power, variational analysis,…

  5. A Matlab/Simulink-Based Interactive Module for Servo Systems Learning

    ERIC Educational Resources Information Center

    Aliane, N.

    2010-01-01

    This paper presents an interactive module for learning both the fundamental and practical issues of servo systems. This module, developed using Simulink in conjunction with the Matlab graphical user interface (Matlab-GUI) tool, is used to supplement conventional lectures in control engineering and robotics subjects. First, the paper introduces the…

  6. Challenge-Based Instruction: The VaNTH Biomechanics Learning Modules

    ERIC Educational Resources Information Center

    Barr, Ronald E.; Pandy, Marcus G.; Petrosino, Anthony J.; Roselli, Robert J.; Brophy, Sean; Freeman, Robert A.

    2007-01-01

    This paper presents the methodology and results of teaching an entire engineering course using challenge-based instruction. The challenges consisted of eight biomechanics multimedia learning modules developed by the authors as part of a broader NSF educational coalition. The biomechanics modules were presented in an undergraduate mechanical…

  7. Quantum Speedup for Active Learning Agents

    NASA Astrophysics Data System (ADS)

    Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.

    2014-07-01

    Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  8. Effects of an E-Learning Module on Students' Attitudes in an Electronics Class

    ERIC Educational Resources Information Center

    Getuno, Daniel M.; Kiboss, Joel K.; Changeiywo, Johnson M.; Ogola, Leo B.

    2015-01-01

    Research has shown that students exhibit negative attitudes towards Electronics especially when they are taught using the conventional method. This is in addition to poor instructional methods that do not promote individualization of instruction or make learning interesting. The purpose of this study was to design an e-learning module in…

  9. Regional Framework for Self Paced Learning Modules. South Fraser Health Region.

    ERIC Educational Resources Information Center

    Blenkinsopp, John

    The purpose of this manual is to provide a guide for developing consistent, effective self-directed learning modules for the Surrey Memorial Hospital staff, physicians, and volunteers in the South Fraser Region. Eleven sections include: (1) "Philosophy for Self Paced Learning"; "What's Exciting?"; "What's the Challenge?"; (2) "Purpose"; (3)…

  10. Teachers' Assessment-Related Local Adaptations of a Problem-Based Learning Module

    ERIC Educational Resources Information Center

    Pedersen, Susan; Arslanyilmaz, Abdurrahman; Williams, Douglas

    2009-01-01

    Teachers' implementation of a problem-based learning (PBL) program was examined to determine both how they assessed student learning and their reasons for these assessment practices. Ten 6th grade science teachers used Alien Rescue, a computer-based PBL module, with their students for approximately three weeks. Interviews, observations, and…

  11. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level I Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  12. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level II Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  13. Design and Implementation of a Mechatronics Learning Module in a Large First-Semester Engineering Course

    ERIC Educational Resources Information Center

    Castles, R. T.; Zephirin, T.; Lohani, V. K.; Kachroo, P.

    2010-01-01

    Since 2005, the first-year engineering program at Virginia Tech, Blacksburg, has been significantly restructured to include more hands-on learning. A major grant (2004-2009) under the department level reform (DLR) program of the National Science Foundation (NSF) facilitated this restructuring. A number of hands-on learning modules were developed…

  14. Podcasting to Provide Teaching and Learning Support for an Undergraduate Module on English Language and Communication

    ERIC Educational Resources Information Center

    Edirisingha, Palitha; Rizzi, Chiara; Nie, Ming; Rothwell, Libby

    2007-01-01

    This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students' learning and study skills…

  15. Retrospective Evaluation of a Collaborative LearningScience Module: The Users' Perspective

    ERIC Educational Resources Information Center

    DeWitt, Dorothy; Siraj, Saedah; Alias, Norlidah; Leng, Chin Hai

    2013-01-01

    This study focuses on the retrospective evaluation of collaborative mLearning (CmL) Science module for teaching secondary school science which was designed based on social constructivist learning theories and Merrill's First Principle of Instruction. This study is part of a developmental research in which computer-mediated communication (CMC)…

  16. Designing, Implementing, and Evaluating Web-based Learning Modules for University Students.

    ERIC Educational Resources Information Center

    Weston, Tim J.; Barker, Lecia

    2001-01-01

    Explains how to design, implement, and evaluate self-contained Web-based learning modules for university students. Discusses remote access for distance education; interactivity; multimedia; student control of learning; content; intended audience; scaffolding; individualized feedback via online assessment; navigation; collaboration and expertise;…

  17. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  18. RoboResource Technology Learning Activities.

    ERIC Educational Resources Information Center

    Keck, Tom, Comp.; Frye, Ellen, Ed.

    Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

  19. Karyotype Analysis Activity: A Constructivist Learning Design

    ERIC Educational Resources Information Center

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  20. Learning Activities for the Growth Season.

    ERIC Educational Resources Information Center

    Darby, Linda, Ed.

    This poster, illustrated with a graphic of a caterpillar changing to a cocoon and emerging as a butterfly, presents learning activities for 7 weeks based on the seven stages of growth in the President's "Call to Action." Each week includes 5 days of activities based on seven themes: (1) "Reading on Your Own"; (2) "Getting Ready for Algebra"; (3)…

  1. Grooming. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

  2. Is Peer Interaction Necessary for Optimal Active Learning?

    ERIC Educational Resources Information Center

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  3. Active and passive contributions to spatial learning.

    PubMed

    Chrastil, Elizabeth R; Warren, William H

    2012-02-01

    It seems intuitively obvious that active exploration of a new environment will lead to better spatial learning than will passive exposure. However, the literature on this issue is decidedly mixed-in part, because the concept itself is not well defined. We identify five potential components of active spatial learning and review the evidence regarding their role in the acquisition of landmark, route, and survey knowledge. We find that (1) idiothetic information in walking contributes to metric survey knowledge, (2) there is little evidence as yet that decision making during exploration contributes to route or survey knowledge, (3) attention to place-action associations and relevant spatial relations contributes to route and survey knowledge, although landmarks and boundaries appear to be learned without effort, (4) route and survey information are differentially encoded in subunits of working memory, and (5) there is preliminary evidence that mental manipulation of such properties facilitates spatial learning. Idiothetic information appears to be necessary to reveal the influence of attention and, possibly, decision making in survey learning, which may explain the mixed results in desktop virtual reality. Thus, there is indeed an active advantage in spatial learning, which manifests itself in the task-dependent acquisition of route and survey knowledge.

  4. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    NASA Astrophysics Data System (ADS)

    Georgiou, H.; Sharma, M. D.

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures.

  5. How online learning modules can improve the representational fluency and conceptual understanding of university physics students

    NASA Astrophysics Data System (ADS)

    Hill, M.; Sharma, M. D.; Johnston, H.

    2015-07-01

    The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

  6. Design and Implementation of an Object Oriented Learning Activity System

    ERIC Educational Resources Information Center

    Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming

    2009-01-01

    With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…

  7. Module Eight: Induction; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The module covers in greater depth electromagnetic induction, its effects, and how it is used to advantage in electrical circuits; and the physical components, called inductors, designed to take advantage of the phenomenon of electromagnetic induction. This module is divided into four lessons: electromagnetism; inductors and flux density, inducing…

  8. Cross-Functional Globalization Modules: A Learning Experience

    ERIC Educational Resources Information Center

    Cort, Kathryn T.; Das, Jayoti; Synn, Wonhi J.

    2004-01-01

    The purpose of this study is to present cross-functional international teaching modules. The modules presented in this paper are intended to assist higher education institutions in initiating and implementing the first level of internationalization of the business school curriculum. Although the focus is on achieving a level of global awareness,…

  9. Module Ten: Transformers; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The module introduces a very important electrical device, the transformer. The module is divided into six lessons: transformer construction, transformer theory and operation, turns and voltage ratios, power and current, transformer efficiency, and semiconductor rectifiers. Each lesson consists of an overview, a list of study resources, lesson…

  10. VTA GABA neurons modulate specific learning behaviors through the control of dopamine and cholinergic systems

    PubMed Central

    Creed, Meaghan C.; Ntamati, Niels R.; Tan, Kelly R.

    2014-01-01

    The mesolimbic reward system is primarily comprised of the ventral tegmental area (VTA) and the nucleus accumbens (NAc) as well as their afferent and efferent connections. This circuitry is essential for learning about stimuli associated with motivationally-relevant outcomes. Moreover, addictive drugs affect and remodel this system, which may underlie their addictive properties. In addition to dopamine (DA) neurons, the VTA also contains approximately 30% γ-aminobutyric acid (GABA) neurons. The task of signaling both rewarding and aversive events from the VTA to the NAc has mostly been ascribed to DA neurons and the role of GABA neurons has been largely neglected until recently. GABA neurons provide local inhibition of DA neurons and also long-range inhibition of projection regions, including the NAc. Here we review studies using a combination of in vivo and ex vivo electrophysiology, pharmacogenetic and optogenetic manipulations that have characterized the functional neuroanatomy of inhibitory circuits in the mesolimbic system, and describe how GABA neurons of the VTA regulate reward and aversion-related learning. We also discuss pharmacogenetic manipulation of this system with benzodiazepines (BDZs), a class of addictive drugs, which act directly on GABAA receptors located on GABA neurons of the VTA. The results gathered with each of these approaches suggest that VTA GABA neurons bi-directionally modulate activity of local DA neurons, underlying reward or aversion at the behavioral level. Conversely, long-range GABA projections from the VTA to the NAc selectively target cholinergic interneurons (CINs) to pause their firing and temporarily reduce cholinergic tone in the NAc, which modulates associative learning. Further characterization of inhibitory circuit function within and beyond the VTA is needed in order to fully understand the function of the mesolimbic system under normal and pathological conditions. PMID:24478655

  11. Results of Formal Evaluation of a Data and Modeling Driven Hydrology Learning Module

    NASA Astrophysics Data System (ADS)

    Ruddell, B. L.; Sanchez, C. A.; Schiesser, R.; Merwade, V.

    2014-12-01

    New hydrologists should not only develop a well-defined knowledgebase of basic hydrological concepts, but also synthesize this factual learning with more authentic 'real-world' knowledge gained from the interpretation and analysis of data from hydrological models (Merwade and Ruddell, 2012, Wagener et al., 2007). However, hydrological instruction is often implemented using a traditional teacher-centered approach (e.g., lectures) (Wagener, 2007). The emergence of rich and dynamic computer simulation techniques which allow students the opportunity for more authentic application of knowledge (Merwade & Ruddell, 2012). This study evaluates the efficacy of using such data-driven simulations to increase the understanding of the field of hydrology in the lower-division undergraduate geoscience classroom. In this study, 88 students at a local community college who were enrolled in an Introductory Earth Science class were evaluated on their learning performance in a unit on applying the Rational Method to estimate hydrographs and flooding for urban areas. Students were either presented with a data and visualization rich computer module (n=52), or with paper and pencil calculation activities (n=36). All conceptual material presented in lecture was consistent across these two conditions. Students were evaluated for not only changes in their knowledge and application of the concepts within the unit (e.g., effects of urbanization and impervious cover, discharge rates), but also for their broad "T-shaped" profile of professional knowledge and skills. While results showed significant (p<.05) increases from pre to post assessments in all learning areas for both groups, there is a significantly larger benefit for the data module group when it came to (1) understanding the effects of urbanization and impervious cover on flooding, (2) applying consistent vocabulary appropriately within context, and (3) explaining the roles and responsibilities of hydrologists and flood managers.

  12. Attention Cueing and Activity Equally Reduce False Alarm Rate in Visual-Auditory Associative Learning through Improving Memory.

    PubMed

    Nikouei Mahani, Mohammad-Ali; Haghgoo, Hojjat Allah; Azizi, Solmaz; Nili Ahmadabadi, Majid

    2016-01-01

    In our daily life, we continually exploit already learned multisensory associations and form new ones when facing novel situations. Improving our associative learning results in higher cognitive capabilities. We experimentally and computationally studied the learning performance of healthy subjects in a visual-auditory sensory associative learning task across active learning, attention cueing learning, and passive learning modes. According to our results, the learning mode had no significant effect on learning association of congruent pairs. In addition, subjects' performance in learning congruent samples was not correlated with their vigilance score. Nevertheless, vigilance score was significantly correlated with the learning performance of the non-congruent pairs. Moreover, in the last block of the passive learning mode, subjects significantly made more mistakes in taking non-congruent pairs as associated and consciously reported lower confidence. These results indicate that attention and activity equally enhanced visual-auditory associative learning for non-congruent pairs, while false alarm rate in the passive learning mode did not decrease after the second block. We investigated the cause of higher false alarm rate in the passive learning mode by using a computational model, composed of a reinforcement learning module and a memory-decay module. The results suggest that the higher rate of memory decay is the source of making more mistakes and reporting lower confidence in non-congruent pairs in the passive learning mode. PMID:27314235

  13. Attention Cueing and Activity Equally Reduce False Alarm Rate in Visual-Auditory Associative Learning through Improving Memory

    PubMed Central

    Haghgoo, Hojjat Allah; Azizi, Solmaz; Nili Ahmadabadi, Majid

    2016-01-01

    In our daily life, we continually exploit already learned multisensory associations and form new ones when facing novel situations. Improving our associative learning results in higher cognitive capabilities. We experimentally and computationally studied the learning performance of healthy subjects in a visual-auditory sensory associative learning task across active learning, attention cueing learning, and passive learning modes. According to our results, the learning mode had no significant effect on learning association of congruent pairs. In addition, subjects’ performance in learning congruent samples was not correlated with their vigilance score. Nevertheless, vigilance score was significantly correlated with the learning performance of the non-congruent pairs. Moreover, in the last block of the passive learning mode, subjects significantly made more mistakes in taking non-congruent pairs as associated and consciously reported lower confidence. These results indicate that attention and activity equally enhanced visual-auditory associative learning for non-congruent pairs, while false alarm rate in the passive learning mode did not decrease after the second block. We investigated the cause of higher false alarm rate in the passive learning mode by using a computational model, composed of a reinforcement learning module and a memory-decay module. The results suggest that the higher rate of memory decay is the source of making more mistakes and reporting lower confidence in non-congruent pairs in the passive learning mode. PMID:27314235

  14. Learning plan applicability through active mental entities

    NASA Astrophysics Data System (ADS)

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-03-01

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles.

  15. [Peptidergic modulation of the hippocampus synaptic activity].

    PubMed

    Skrebitskiĭ, V G; Kondratenko, R V; Povarov, I S; Dereviagin, V I

    2011-11-01

    Effects of two newly synthesized nootropic and anxiolytic dipeptides: Noopept and Selank on inhibitory synaptic transmission in hippocampal CA1 pyramidal cells were investigated using patch-clamp technique in whole-cell configuration. Bath application of Noopept (1 microM) or Selank (2 microM) significantly increased the frequency of spike-dependent spontaneous m1PSCs, whereas spike-independent mlPSCs remained unchanged. It was suggested that both peptides mediated their effect sue to activation of inhibitory interneurons terminating on CA1 pyramidal cells. Results of current clamp recording of inhibitory interneurons residing in stratum radiatum confirmed this suggestion, at least for Noonent. PMID:22390072

  16. Epithelial sodium channel modulates platelet collagen activation.

    PubMed

    Cerecedo, Doris; Martínez-Vieyra, Ivette; Alonso-Rangel, Lea; Benítez-Cardoza, Claudia; Ortega, Arturo

    2014-03-01

    Activated platelets adhere to the exposed subendothelial extracellular matrix and undergo a rapid cytoskeletal rearrangement resulting in shape change and release of their intracellular dense and alpha granule contents to avoid hemorrhage. A central step in this process is the elevation of the intracellular Ca(2+) concentration through its release from intracellular stores and on throughout its influx from the extracellular space. The Epithelial sodium channel (ENaC) is a highly selective Na(+) channel involved in mechanosensation, nociception, fluid volume homeostasis, and control of arterial blood pressure. The present study describes the expression, distribution, and participation of ENaC in platelet migration and granule secretion using pharmacological inhibition with amiloride. Our biochemical and confocal analysis in suspended and adhered platelets suggests that ENaC is associated with Intermediate filaments (IF) and with Dystrophin-associated proteins (DAP) via α-syntrophin and β-dystroglycan. Migration assays, quantification of soluble P-selectin, and serotonin release suggest that ENaC is dispensable for migration and alpha and dense granule secretion, whereas Na(+) influx through this channel is fundamental for platelet collagen activation.

  17. Phosphorylation Modulates Catalytic Activity of Mycobacterial Sirtuins

    PubMed Central

    Yadav, Ghanshyam S.; Ravala, Sandeep K.; Malhotra, Neha; Chakraborti, Pradip K.

    2016-01-01

    Sirtuins are NAD+-dependent deacetylases involved in the regulation of diverse cellular processes and are conserved throughout phylogeny. Here we report about in vitro transphosphorylation of the only NAD+-dependent deacetylase (mDAC) present in the genome of Mycobacterium tuberculosis by eukaryotic-type Ser/Thr kinases, particularly PknA. The phosphorylated mDAC displayed decreased deacetylase activity compared to its unphosphorylated counterpart. Mass-spectrometric study identified seven phosphosites in mDAC; however, mutational analysis highlighted major contribution of Thr-214 for phosphorylation of the protein. In concordance to this observation, variants of mDAC substituting Thr-214 with either Ala (phospho-ablated) or Glu (phosphomimic) exhibited significantly reduced deacetylase activity suggesting phosphorylation mediated control of enzymatic activity. To assess the role of phosphorylation towards functionality of mDAC, we opted for a sirtuin knock-out strain of Escherichia coli (Δdac), where interference of endogenous mycobacterial kinases could be excluded. The Δdac strain in nutrient deprived acetate medium exhibited compromised growth and complementation with mDAC reversed this phenotype. The phospho-ablated or phosphomimic variant, on the other hand, was unable to restore the functionality of mDAC indicating the role of phosphorylation per se in the process. We further over-expressed mDAC or mDAC-T214A as His-tagged protein in M. smegmatis, where endogenous eukaryotic-type Ser/Thr kinases are present. Anti-phosphothreonine antibody recognized both mDAC and mDAC-T214A proteins in western blotting. However, the extent of phosphorylation as adjudged by scanning the band intensity, was significantly low in the mutant protein (mDAC-T214A) compared to that of the wild-type (mDAC). Furthermore, expression of PknA in the mDAC complemented Δdac strain was able to phosphorylate M. tuberculosis sirtuin. The growth profile of this culture in acetate medium was

  18. Muscle metaboreceptor modulation of cutaneous active vasodilation

    NASA Technical Reports Server (NTRS)

    Crandall, C. G.; Stephens, D. P.; Johnson, J. M.

    1998-01-01

    PURPOSE: Isometric handgrip exercise in hyperthermia has been shown to reduce cutaneous vascular conductance (CVC) by inhibiting the cutaneous active vasodilator system. METHODS: To identify whether this response was initiated by muscle metaboreceptors, in seven subjects two 3-min bouts of isometric handgrip exercise in hyperthermia were performed, followed by 2 min of postexercise ischemia (PEI). An index of forearm skin blood flow (laser-Doppler flowmetry) was measured on the contralateral arm at an unblocked site and at a site at which adrenergic vasoconstrictor function was blocked via bretylium iontophoresis to reveal active cutaneous vasodilator function unambiguously. Sweat rate was measured via capacitance hygrometry, CVC was indexed from the ratio of skin blood flow to mean arterial pressure and was expressed as a percentage of maximal CVC at that site. In normothermia, neither isometric exercise nor PEI affected CVC (P > 0.05). RESULTS: The first bout of isometric handgrip exercise in hyperthermia reduced CVC at control sites and this reduction persisted through PEI (pre-exercise: 59.8 +/- 5.4, exercise: 49.8 +/- 4.9, PEI: 49.7 +/- 5.3% of maximum; both P < 0.05), whereas there were no significant changes in CVC at the bretylium treated sites. The succeeding bout of isometric exercise in hyperthermia significantly reduced CVC at both untreated (pre-exercise: 59.0 +/- 4.8, exercise: 47.3 +/- 4.0, PEI: 50.1 +/- 4.1% of maximum; both P < 0.05) and bretylium treated sites (pre-exercise: 61.4 +/- 7.3, exercise: 50.6 +/- 5.1, PEI: 53.9 +/- 6.0% of maximum, both P < 0.05). At both sites, CVC during PEI was lower than during the pre-exercise period (P < 0.05). Sweat rate rose significantly during both bouts of isometric exercise and remained elevated during PEI. CONCLUSIONS: These data suggest that the reduction in CVC during isometric exercise in hyperthermia, including the inhibition of the active vasodilator system, is primarily mediated by muscle

  19. Astronomy Learning Activities for Tablets

    NASA Astrophysics Data System (ADS)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  20. Total Cellular RNA Modulates Protein Activity.

    PubMed

    Majumder, Subhabrata; DeMott, Christopher M; Reverdatto, Sergey; Burz, David S; Shekhtman, Alexander

    2016-08-16

    RNA constitutes up to 20% of a cell's dry weight, corresponding to ∼20 mg/mL. This high concentration of RNA facilitates low-affinity protein-RNA quinary interactions, which may play an important role in facilitating and regulating biological processes. In the yeast Pichia pastoris, the level of ubiquitin-RNA colocalization increases when cells are grown in the presence of dextrose and methanol instead of methanol as the sole carbon source. Total RNA isolated from cells grown in methanol increases β-galactosidase activity relative to that seen with RNA isolated from cells grown in the presence of dextrose and methanol. Because the total cellular RNA content changes with growth medium, protein-RNA quinary interactions can alter in-cell protein biochemistry and may play an important role in cell adaptation, critical to many physiological and pathological states. PMID:27456029

  1. Independent Learning Modules Enhance Student Performance and Understanding of Anatomy

    ERIC Educational Resources Information Center

    Serrat, Maria A.; Dom, Aaron M.; Buchanan, James T., Jr.; Williams, Alison R.; Efaw, Morgan L.; Richardson, Laura L.

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in…

  2. Stress modulates reinforcement learning in younger and older adults.

    PubMed

    Lighthall, Nichole R; Gorlick, Marissa A; Schoeke, Andrej; Frank, Michael J; Mather, Mara

    2013-03-01

    Animal research and human neuroimaging studies indicate that stress increases dopamine levels in brain regions involved in reward processing, and stress also appears to increase the attractiveness of addictive drugs. The current study tested the hypothesis that stress increases reward salience, leading to more effective learning about positive than negative outcomes in a probabilistic selection task. Changes to dopamine pathways with age raise the question of whether stress effects on incentive-based learning differ by age. Thus, the present study also examined whether effects of stress on reinforcement learning differed for younger (age 18-34) and older participants (age 65-85). Cold pressor stress was administered to half of the participants in each age group, and salivary cortisol levels were used to confirm biophysiological response to cold stress. After the manipulation, participants completed a probabilistic learning task involving positive and negative feedback. In both younger and older adults, stress enhanced learning about cues that predicted positive outcomes. In addition, during the initial learning phase, stress diminished sensitivity to recent feedback across age groups. These results indicate that stress affects reinforcement learning in both younger and older adults and suggests that stress exerts different effects on specific components of reinforcement learning depending on their neural underpinnings.

  3. Neural Correlates of Contextual Cueing Are Modulated by Explicit Learning

    ERIC Educational Resources Information Center

    Westerberg, Carmen E.; Miller, Brennan B.; Reber, Paul J.; Cohen, Neal J.; Paller, Ken A.

    2011-01-01

    Contextual cueing refers to the facilitated ability to locate a particular visual element in a scene due to prior exposure to the same scene. This facilitation is thought to reflect implicit learning, as it typically occurs without the observer's knowledge that scenes repeat. Unlike most other implicit learning effects, contextual cueing can be…

  4. Using Oceanography to Support Active Learning

    NASA Astrophysics Data System (ADS)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  5. Contextual modulation of value signals in reward and punishment learning.

    PubMed

    Palminteri, Stefano; Khamassi, Mehdi; Joffily, Mateus; Coricelli, Giorgio

    2015-08-25

    Compared with reward seeking, punishment avoidance learning is less clearly understood at both the computational and neurobiological levels. Here we demonstrate, using computational modelling and fMRI in humans, that learning option values in a relative--context-dependent--scale offers a simple computational solution for avoidance learning. The context (or state) value sets the reference point to which an outcome should be compared before updating the option value. Consequently, in contexts with an overall negative expected value, successful punishment avoidance acquires a positive value, thus reinforcing the response. As revealed by post-learning assessment of options values, contextual influences are enhanced when subjects are informed about the result of the forgone alternative (counterfactual information). This is mirrored at the neural level by a shift in negative outcome encoding from the anterior insula to the ventral striatum, suggesting that value contextualization also limits the need to mobilize an opponent punishment learning system.

  6. Contextual modulation of value signals in reward and punishment learning

    PubMed Central

    Palminteri, Stefano; Khamassi, Mehdi; Joffily, Mateus; Coricelli, Giorgio

    2015-01-01

    Compared with reward seeking, punishment avoidance learning is less clearly understood at both the computational and neurobiological levels. Here we demonstrate, using computational modelling and fMRI in humans, that learning option values in a relative—context-dependent—scale offers a simple computational solution for avoidance learning. The context (or state) value sets the reference point to which an outcome should be compared before updating the option value. Consequently, in contexts with an overall negative expected value, successful punishment avoidance acquires a positive value, thus reinforcing the response. As revealed by post-learning assessment of options values, contextual influences are enhanced when subjects are informed about the result of the forgone alternative (counterfactual information). This is mirrored at the neural level by a shift in negative outcome encoding from the anterior insula to the ventral striatum, suggesting that value contextualization also limits the need to mobilize an opponent punishment learning system. PMID:26302782

  7. Contextual modulation of value signals in reward and punishment learning.

    PubMed

    Palminteri, Stefano; Khamassi, Mehdi; Joffily, Mateus; Coricelli, Giorgio

    2015-01-01

    Compared with reward seeking, punishment avoidance learning is less clearly understood at both the computational and neurobiological levels. Here we demonstrate, using computational modelling and fMRI in humans, that learning option values in a relative--context-dependent--scale offers a simple computational solution for avoidance learning. The context (or state) value sets the reference point to which an outcome should be compared before updating the option value. Consequently, in contexts with an overall negative expected value, successful punishment avoidance acquires a positive value, thus reinforcing the response. As revealed by post-learning assessment of options values, contextual influences are enhanced when subjects are informed about the result of the forgone alternative (counterfactual information). This is mirrored at the neural level by a shift in negative outcome encoding from the anterior insula to the ventral striatum, suggesting that value contextualization also limits the need to mobilize an opponent punishment learning system. PMID:26302782

  8. Chemoprotective activity of boldine: modulation of drug-metabolizing enzymes.

    PubMed

    Kubínová, R; Machala, M; Minksová, K; Neca, J; Suchý, V

    2001-03-01

    Possible chemoprotective effects of the naturally occurring alkaloid boldine, a major alkaloid of boldo (Peumus boldus Mol.) leaves and bark, including in vitro modulations of drug-metabolizing enzymes in mouse hepatoma Hepa-1 cell line and mouse hepatic microsomes, were investigated. Boldine manifested inhibition activity on hepatic microsomal CYP1A-dependent 7-ethoxyresorufin O-deethylase and CYP3A-dependent testosterone 6 beta-hydroxylase activities and stimulated glutathione S-transferase activity in Hepa-1 cells. In addition to the known antioxidant activity, boldine could decrease the metabolic activation of other xenobiotics including chemical mutagens. PMID:11265593

  9. Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

    PubMed Central

    Gupta, Kanchan; Arora, Shalini; Kaushal, Sandeep

    2014-01-01

    Objective: The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2nd professional MBBS students. Materials and Methods: A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale). Results: According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions. Conclusion: mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future. PMID:25143883

  10. Environmental health and nursing: piloting a technology-enhanced distance learning module.

    PubMed

    Olson, Debra; Stedman-Smith, Maggie; Fredrickson, Ann

    2005-08-01

    The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

  11. Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    ERIC Educational Resources Information Center

    Wongsri, Piyaluk; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade…

  12. Cooperative Learning Activities for Language Arts: Challenging.

    ERIC Educational Resources Information Center

    Jasmine, Grace; Nader, Lillian

    Designed to introduce teachers to cooperative learning techniques in the language arts, this book presents 24 activity units--12 on outer space (including the exploration of space and its many adventures), and 12 on "inner space" (the mind, the emotions, and the brain). After an introduction and overview, the first section of the book gives…

  13. Active/Cooperative Learning in Schools

    ERIC Educational Resources Information Center

    Bandiera, Milena; Bruno, Costanza

    2006-01-01

    The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

  14. Shock & Anaphylactic Shock. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on shock and anaphylactic shock is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  15. Active Learning in the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Naron, Carol

    Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

  16. Cashier/Checker Learning Activity Packets (LAPs).

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…

  17. Live Scale Active Shooter Exercise: Lessons Learned

    ERIC Educational Resources Information Center

    Ervin, Randy

    2008-01-01

    On October 23, 2007, the Lake Land College Public Safety Department conducted a full-scale live exercise that simulated an active shooter and barricaded hostage. In this article, the author will emphasize what they learned, and how they intend to benefit from it. He will list the law enforcement issues and general issues they encountered, and then…

  18. Temperature, Pulse, and Respiration. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on temperature, pulse, and respiration is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  19. Teaching Research Methodology through Active Learning

    ERIC Educational Resources Information Center

    Lundahl, Brad W.

    2008-01-01

    To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The…

  20. The Surgical Scrub. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…

  1. Active Citizenship, Education and Service Learning

    ERIC Educational Resources Information Center

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  2. Scalable histopathological image analysis via active learning.

    PubMed

    Zhu, Yan; Zhang, Shaoting; Liu, Wei; Metaxas, Dimitris N

    2014-01-01

    Training an effective and scalable system for medical image analysis usually requires a large amount of labeled data, which incurs a tremendous annotation burden for pathologists. Recent progress in active learning can alleviate this issue, leading to a great reduction on the labeling cost without sacrificing the predicting accuracy too much. However, most existing active learning methods disregard the "structured information" that may exist in medical images (e.g., data from individual patients), and make a simplifying assumption that unlabeled data is independently and identically distributed. Both may not be suitable for real-world medical images. In this paper, we propose a novel batch-mode active learning method which explores and leverages such structured information in annotations of medical images to enforce diversity among the selected data, therefore maximizing the information gain. We formulate the active learning problem as an adaptive submodular function maximization problem subject to a partition matroid constraint, and further present an efficient greedy algorithm to achieve a good solution with a theoretically proven bound. We demonstrate the efficacy of our algorithm on thousands of histopathological images of breast microscopic tissues. PMID:25320821

  3. The Enlightenment Revisited: Sources & Interpretations. Learning Activities.

    ERIC Educational Resources Information Center

    Donato, Clorinda; And Others

    This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of…

  4. World War II Memorial Learning Activities.

    ERIC Educational Resources Information Center

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June 1940";…

  5. Learning about Outdoor Education through Authentic Activity

    ERIC Educational Resources Information Center

    Moffett, Pamela

    2012-01-01

    The potential, for the learner, of a maths trail was documented in MT219. Here, the focus is on the planning element of such an event from the perspective of a group of student teachers. Personal reactions, and insights are used to demonstrate that "real, and authentic, learning" takes place for all those involved in the activity.

  6. Amazing Social Studies Activities: Participatory Learning Models

    ERIC Educational Resources Information Center

    Fisher, Mercedes M.

    2004-01-01

    Teachers are responsible for delivering, selecting, and implementing learning activities for their classrooms. They must consider the best approaches to engage their students as well as to meet the school's standards in instruction. Here is a practical how-to book to supplement the social studies curriculum. It places at the teacher's disposal,…

  7. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  8. Active Learning Strategies in Physics Teaching

    ERIC Educational Resources Information Center

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  9. Handwashing Technique. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on handwashing. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, a student performance checklist, an additional resources list, and student completion cards to issue to…

  10. Staufen Negatively Modulates MicroRNA Activity in Caenorhabditis elegans

    PubMed Central

    Ren, Zhiji; Veksler-Lublinsky, Isana; Morrissey, David; Ambros, Victor

    2016-01-01

    The double-stranded RNA-binding protein Staufen has been implicated in various posttranscriptional gene regulatory processes. Here, we demonstrate that the Caenorhabditis elegans homolog of Staufen, STAU-1, functionally interacts with microRNAs. Loss-of-function mutations of stau-1 significantly suppress phenotypes of let-7 family microRNA mutants, a hypomorphic allele of dicer, and a lsy-6 microRNA partial loss-of-function mutant. Furthermore, STAU-1 modulates the activity of lin-14, a target of lin-4 and let-7 family microRNAs, and this modulation is abolished when the 3′ untranslated region of lin-14 is removed. Deep sequencing of small RNA cDNA libraries reveals no dramatic change in the levels of microRNAs or other small RNA populations between wild-type and stau-1 mutants, with the exception of certain endogenous siRNAs in the WAGO pathway. The modulation of microRNA activity by STAU-1 does not seem to be associated with the previously reported enhanced exogenous RNAi (Eri) phenotype of stau-1 mutants, since eri-1 exhibits the opposite effect on microRNA activity. Altogether, our results suggest that STAU-1 negatively modulates microRNA activity downstream of microRNA biogenesis, possibly by competing with microRNAs for binding on the 3′ untranslated region of target mRNAs. PMID:26921297

  11. Staufen Negatively Modulates MicroRNA Activity in Caenorhabditis elegans.

    PubMed

    Ren, Zhiji; Veksler-Lublinsky, Isana; Morrissey, David; Ambros, Victor

    2016-01-01

    The double-stranded RNA-binding protein Staufen has been implicated in various posttranscriptional gene regulatory processes. Here, we demonstrate that the Caenorhabditis elegans homolog of Staufen, STAU-1, functionally interacts with microRNAs. Loss-of-function mutations of stau-1 significantly suppress phenotypes of let-7 family microRNA mutants, a hypomorphic allele of dicer, and a lsy-6 microRNA partial loss-of-function mutant. Furthermore, STAU-1 modulates the activity of lin-14, a target of lin-4 and let-7 family microRNAs, and this modulation is abolished when the 3' untranslated region of lin-14 is removed. Deep sequencing of small RNA cDNA libraries reveals no dramatic change in the levels of microRNAs or other small RNA populations between wild-type and stau-1 mutants, with the exception of certain endogenous siRNAs in the WAGO pathway. The modulation of microRNA activity by STAU-1 does not seem to be associated with the previously reported enhanced exogenous RNAi (Eri) phenotype of stau-1 mutants, since eri-1 exhibits the opposite effect on microRNA activity. Altogether, our results suggest that STAU-1 negatively modulates microRNA activity downstream of microRNA biogenesis, possibly by competing with microRNAs for binding on the 3' untranslated region of target mRNAs. PMID:26921297

  12. Hydrophobic Core Flexibility Modulates Enzyme Activity in HIV-1 Protease

    SciTech Connect

    Mittal, Seema; Cai, Yufeng; Nalam, Madhavi N.L.; Bolon, Daniel N.A.; Schiffer, Celia A.

    2012-09-11

    Human immunodeficiency virus Type-1 (HIV-1) protease is crucial for viral maturation and infectivity. Studies of protease dynamics suggest that the rearrangement of the hydrophobic core is essential for enzyme activity. Many mutations in the hydrophobic core are also associated with drug resistance and may modulate the core flexibility. To test the role of flexibility in protease activity, pairs of cysteines were introduced at the interfaces of flexible regions remote from the active site. Disulfide bond formation was confirmed by crystal structures and by alkylation of free cysteines and mass spectrometry. Oxidized and reduced crystal structures of these variants show the overall structure of the protease is retained. However, cross-linking the cysteines led to drastic loss in enzyme activity, which was regained upon reducing the disulfide cross-links. Molecular dynamics simulations showed that altered dynamics propagated throughout the enzyme from the engineered disulfide. Thus, altered flexibility within the hydrophobic core can modulate HIV-1 protease activity, supporting the hypothesis that drug resistant mutations distal from the active site can alter the balance between substrate turnover and inhibitor binding by modulating enzyme activity.

  13. Learning Outcomes of Project-Based and Inquiry-Based Learning Activities

    ERIC Educational Resources Information Center

    Panasan, Mookdaporn; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Organization of science learning activities is necessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more…

  14. Learning-related neuronal activity in the ventral lateral geniculate nucleus during associative cerebellar learning

    PubMed Central

    Kashef, Alireza; Campolattaro, Matthew M.

    2014-01-01

    During delay eyeblink conditioning, rats learn to produce an eyelid-closure conditioned response (CR) to a conditioned stimulus (CS), such as a light, which precedes and coterminates with an unconditioned stimulus (US). Previous studies have suggested that the ventral lateral geniculate nucleus (LGNv) might play an important role in visual eyeblink conditioning by supplying visual sensory input to the pontine nuclei (PN) and also receiving feedback from the cerebellum. No prior study has investigated LGNv neuronal activity during eyeblink conditioning. The present study used multiple tetrodes to monitor single-unit activity in the rat LGNv during pre-exposure (CS only), unpaired CS/US, and paired CS-US training conditions. This behavioral-training sequence was used to investigate nonassociative- and associative-driven neuronal activity in the LGNv during training. LGNv neuronal activity habituated during unpaired training and then recovered from habituation during subsequent paired training, which may indicate that the LGNv plays a role in attention to the CS. The amplitude of LGNv neuronal activity correlated with CR production during paired but not unpaired CS/US training. Cerebellar feedback to the LGNv may play a role in modulating LGNv activity and attention to the CS during paired training. Based on the present findings, we hypothesize that the role of LGNv in visual eyeblink conditioning goes beyond simply routing visual CS information to the PN and involves modulation of attention. PMID:25122718

  15. The CCAILM Learning Model: An Instructional Model for Teaching and Learning of Engineering Modules

    ERIC Educational Resources Information Center

    Faleye, Sunday

    2011-01-01

    This research report presents a new teaching and learning model in engineering classes. The proposed learning model is called the CCAILM (constructionist computer aided instructional learning model). This new model was derived from the constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle.…

  16. Estrogen Receptor-Selective Agonists Modulate Learning in Female Rats in a Dose- and Task-Specific Manner.

    PubMed

    Pisani, Samantha L; Neese, Steven L; Katzenellenbogen, John A; Schantz, Susan L; Korol, Donna L

    2016-01-01

    Estrogens are well known for their enhancing effects on hippocampus-sensitive cognition. However, estrogens can also impair learning and memory, particularly the acquisition of striatum-sensitive tasks. These cognitive shifts appear to be mediated through local estrogen receptor (ER) activation in each neural structure, but little information is known regarding which specific ER subtypes drive the opposing effects on learning. Elucidating the mnemonic roles of discrete ER subtypes is essential for predicting how treatments with distinct ER pharmacology such as drugs, hormone therapies, and phytoestrogen supplements affect cognitive abilities in and thus the daily lives of the women who take them. The present study examined the effects of the ERα-selective compound propyl pyrazole triol and the ERβ-selective compounds diarylpropionitrile and Br-ERb-041 on place and response learning in young adult female rats. Long-Evans rats were ovariectomized and maintained on phytoestrogen-free chow for 3 weeks before behavioral training, with treatments administered via subcutaneous injection 48 and 24 hours before testing. A dose-response paradigm was used, with each compound tested at 4 different doses in separate groups of rats. Propyl pyrazole triol, diarylpropionitrile, and Br-ERb-041 all enhanced place learning and impaired response learning, albeit with distinct dose-response patterns for each compound and task. These results are consistent with the detection of ERα and ERβ in the hippocampus and striatum and suggest that learning is modulated via activation of either ER subtype. PMID:26465198

  17. Alcohol Usage and Abrupt Cessation Modulate Diurnal Activity

    PubMed Central

    Norrell, Stacy; Reyes-Vasquez, Cruz; Burau, Keith; Dafny, Nachum

    2010-01-01

    Alcohol has many effects throughout the body. The effect on circadian rhythms and the correlation of these effects to withdrawal effects of alcohol present interesting findings. By measuring 3 planes of activity of female Sprague-Dawley rats during alcohol usage and continuing study through the first two days following withdrawal of alcohol allow for the observation of a drastic modulation of the circadian pattern of activity. PMID:20615456

  18. An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

    NASA Astrophysics Data System (ADS)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.

  19. An active learning approach to Bloom's Taxonomy.

    PubMed

    Weigel, Fred K; Bonica, Mark

    2014-01-01

    As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more. PMID:24488868

  20. Improved Angiostatic Activity of Dasatinib by Modulation with Hydrophobic Chains

    PubMed Central

    2015-01-01

    Dasatinib is an orally active nonselective tyrosine kinase inhibitor used to treat certain types of adult leukemia. By inhibiting PDGFR-β and SFKs in both tumor cells and tumor-associated endothelial cells, dasatinib inhibits tumor growth and angiogenesis. Herein, dasatinib derivatives modified with hydrophobic chains were prepared and evaluated for their in vitro antiproliferative selectivity and their in vivo antiangiogenic activity. For one of the derivatives, modified with a long perfluorinated chain, a significant enhancement in antiangiogenic activity was observed. Combined, these results suggest a possible generic route to modulate the angiostatic activity of drugs. PMID:25815152

  1. A Brain-Computer-Interface for the Detection and Modulation of Gamma Band Activity

    PubMed Central

    Salari, Neda; Rose, Michael

    2013-01-01

    Gamma band oscillations in the human brain (around 40 Hz) play a functional role in information processing, and a real-time assessment of gamma band activity could be used to evaluate the functional relevance more directly. Therefore, we developed a source based Brain-Computer-Interface (BCI) with an online detection of gamma band activity in a selective brain region in the visual cortex. The BCI incorporates modules for online detection of various artifacts (including microsaccades) and the artifacts were continuously fed back to the volunteer. We examined the efficiency of the source-based BCI for Neurofeedback training of gamma- and alpha-band (8–12 Hz) oscillations and compared the specificity for the spatial and frequency domain. Our results demonstrated that volunteers learned to selectively switch between modulating alpha- or gamma-band oscillations and benefited from online artifact information. The analyses revealed a high level of accuracy with respect to frequency and topography for the gamma-band modulations. Thus, the developed BCI can be used to manipulate the fast oscillatory activity with a high level of specificity. These selective modulations can be used to assess the relevance of fast neural oscillations for information processing in a more direct way, i.e., by the adaptive presentation of stimuli within well-described brain states. PMID:24961621

  2. Involvement of human internal globus pallidus in the early modulation of cortical error-related activity.

    PubMed

    Herrojo Ruiz, María; Huebl, Julius; Schönecker, Thomas; Kupsch, Andreas; Yarrow, Kielan; Krauss, Joachim K; Schneider, Gerd-Helge; Kühn, Andrea A

    2014-06-01

    The detection and assessment of errors are a prerequisite to adapt behavior and improve future performance. Error monitoring is afforded by the interplay between cortical and subcortical neural systems. Ample evidence has pointed to a specific cortical error-related evoked potential, the error-related negativity (ERN), during the detection and evaluation of response errors. Recent models of reinforcement learning implicate the basal ganglia (BG) in early error detection following the learning of stimulus-response associations and in the modulation of the cortical ERN. To investigate the influence of the human BG motor output activity on the cortical ERN during response errors, we recorded local field potentials from the sensorimotor area of the internal globus pallidus and scalp electroencephalogram representing activity from the posterior medial frontal cortex in patients with idiopathic dystonia (hands not affected) during a flanker task. In error trials, a specific pallidal error-related potential arose 60 ms prior to the cortical ERN. The error-related changes in pallidal activity-characterized by theta oscillations-were predictive of the cortical error-related activity as assessed by Granger causality analysis. Our findings show an early modulation of error-related activity in the human pallidum, suggesting that pallidal output influences the cortex at an early stage of error detection.

  3. Human Development Student Modules.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

  4. From feedback- to response-based performance monitoring in active and observational learning.

    PubMed

    Bellebaum, Christian; Colosio, Marco

    2014-09-01

    Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.

  5. Practice and nap schedules modulate children's motor learning.

    PubMed

    Ren, Jie; Guo, Wei; Yan, Jin H; Liu, Guanmin; Jia, Fujun

    2016-01-01

    Night- or day-time sleep enhances motor skill acquisition. However, prominent issues remained about the circadian (time-of-day) and homeostatic (time since last sleep) effects of sleep on developmental motor learning. Therefore, we examined the effects of nap schedules and nap-test-intervals (NTIs) on the learning of finger tapping sequences on computer keyboards. Children aged 6-7, 8-9, and 10-11 years explicitly acquired the short and long tapping orders that share the same movement strings (4-2-3-1-4, 4-2-3-1-4-2-3-1-4). Following a constant 8- or 10-hr post-learning period in one of the four NTIs (2, 4, 5, 7 hr), children in the morning napping groups, the afternoon napping groups, or the waking group performed the original long sequence in retention test (4-2-3-1-4-2-3-1-4) and the mirrored-order sequence in transfer test (1-3-2-4-1-3-2-4-1). Age and treatment differences in the movement time (MT, ms) and sequence accuracy (SA, %) were compared during skill learning and in retrieval tests. Results suggest that practice or nap affects MT and SA in a greater extent for the younger learners than for the older learners. The circadian effects might not change nap-based skill learning. Importantly, the longer NTIs resulted in superior retention performance than the shorter ones, suggesting that children require a relatively longer post-nap period to form motor memory. Finally, nap-based motor learning was more marked in skill retention than in skill transfer. Brain development may play an important role in motor learning. Our discussion centers on memory consolidation and its relevance for skill acquisition from early to late childhood. PMID:26582507

  6. Practice and nap schedules modulate children's motor learning.

    PubMed

    Ren, Jie; Guo, Wei; Yan, Jin H; Liu, Guanmin; Jia, Fujun

    2016-01-01

    Night- or day-time sleep enhances motor skill acquisition. However, prominent issues remained about the circadian (time-of-day) and homeostatic (time since last sleep) effects of sleep on developmental motor learning. Therefore, we examined the effects of nap schedules and nap-test-intervals (NTIs) on the learning of finger tapping sequences on computer keyboards. Children aged 6-7, 8-9, and 10-11 years explicitly acquired the short and long tapping orders that share the same movement strings (4-2-3-1-4, 4-2-3-1-4-2-3-1-4). Following a constant 8- or 10-hr post-learning period in one of the four NTIs (2, 4, 5, 7 hr), children in the morning napping groups, the afternoon napping groups, or the waking group performed the original long sequence in retention test (4-2-3-1-4-2-3-1-4) and the mirrored-order sequence in transfer test (1-3-2-4-1-3-2-4-1). Age and treatment differences in the movement time (MT, ms) and sequence accuracy (SA, %) were compared during skill learning and in retrieval tests. Results suggest that practice or nap affects MT and SA in a greater extent for the younger learners than for the older learners. The circadian effects might not change nap-based skill learning. Importantly, the longer NTIs resulted in superior retention performance than the shorter ones, suggesting that children require a relatively longer post-nap period to form motor memory. Finally, nap-based motor learning was more marked in skill retention than in skill transfer. Brain development may play an important role in motor learning. Our discussion centers on memory consolidation and its relevance for skill acquisition from early to late childhood.

  7. Module Packaging Research and Reliability: Activities and Capabilities

    SciTech Connect

    McMahon, T. J.; delCueto, J.; Glick, S.; Jorgensen, G.; Kempe, M.; Pern, J.; Terwilliger, K.

    2005-11-01

    Our team activities are directed at improving PV module reliability by incorporating new, more effective, and less expensive packaging materials and techniques. New and existing materials or designs are evaluated before and during accelerated environmental exposure for the following properties: (1) Adhesion and cohesion: peel strength and lap shear. (2) Electrical conductivity: surface, bulk, interface and transients. (3) Water vapor transmission: solubility and diffusivity. (4) Accelerated weathering: ultraviolet, temperature, and damp heat tests. (5) Module and cell failure diagnostics: infrared imaging, individual cell shunt characterization, coring. (6) Fabrication improvements: SiOxNy barrier coatings and enhanced wet adhesion. (7) Numerical modeling: Moisture ingress/egress, module and cell performance, and cell-to-frame leakage current. (8) Rheological properties of polymer encapsulant and sheeting materials. Specific examples are described.

  8. Module Design, Materials, and Packaging Research Team: Activities and Capabilities

    SciTech Connect

    McMahon, T. J.; del Cueto, J.; Glick, S.; Jorgensen, G.; Kempe, M.; Kennedy, C.; Pern, J.; Terwilliger, K

    2005-01-01

    Our team activities are directed at improving PV module reliability by incorporating new, more effective, and less expensive packaging materials and techniques. New and existing materials or designs are evaluated before and during accelerated environmental exposure for the following properties: (1) Adhesion and cohesion: peel strength and lap shear. (2) Electrical conductivity: surface, bulk, interface and transients. (3) Water vapor transmission: solubility and diffusivity. (4) Accelerated weathering: ultraviolet, temperature, and damp heat tests. (5) Module and cell failure diagnostics: infrared imaging, individual cell shunt characterization, coring. (6) Fabrication improvements: SiOxNy barrier coatings and enhanced wet adhesion. (7) Numerical modeling: Moisture ingress/egress, module and cell performance, and cell-to-frame leakage current. (8) Rheological properties of polymer encapsulant and sheeting materials. Specific examples will be described.

  9. World Energy Projection System Plus (WEPS ): Global Activity Module

    EIA Publications

    2016-01-01

    The World Energy Projection System Plus (WEPS ) is a comprehensive, mid?term energy forecasting and policy analysis tool used by EIA. WEPS projects energy supply, demand, and prices by country or region, given assumptions about the state of various economies, international energy markets, and energy policies. The Global Activity Module (GLAM) provides projections of economic driver variables for use by the supply, demand, and conversion modules of WEPS . GLAM’s baseline economic projection contains the economic assumptions used in WEPS to help determine energy demand and supply. GLAM can also provide WEPS with alternative economic assumptions representing a range of uncertainty about economic growth. The resulting economic impacts of such assumptions are inputs to the remaining supply and demand modules of WEPS .

  10. The Validation of the Active Learning in Health Professions Scale

    ERIC Educational Resources Information Center

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  11. Active Learning Environment with Lenses in Geometric Optics

    ERIC Educational Resources Information Center

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  12. Intercultural Language Learning at Work: A Student-Designed Module

    ERIC Educational Resources Information Center

    Sadoux, Marion

    2016-01-01

    During the academic year 2014-15, the Language Centre at the University of Nottingham Ningbo China (UNNC) worked in partnership with students on the design and validation of accredited work placement modules in the Language Centre. This initiative, endorsed by the UK campus within the Students As Change Agents (SACA) programme, aimed to address…

  13. Bug Talk: A Learning Module on Insect Communication

    ERIC Educational Resources Information Center

    Bergman, Daniel J.

    2008-01-01

    The study of insects (entomology) can be used to stimulate students' interest in science and nature. It can develop students' understanding of fundamental science concepts, awareness of interdisciplinary connections, and mastery of science process skills. This teaching module provides opportunities for middle school students (Grades 5-8) to learn…

  14. Water modulation of stratum corneum chymotryptic enzyme activity and desquamation.

    PubMed

    Watkinson, A; Harding, C; Moore, A; Coan, P

    2001-09-01

    Exposure to a dry environment leads to depletion of water from the peripheral stratum corneum layers in a process dependent on the relative humidity (RH) and the intrinsic properties of the tissue. We hypothesized that by modulating the water content of the stratum corneum in the surface layers, RH effects the rate of desquamation by modulating the activity of the desquamatory enzymes, and specifically stratum corneum chymotryptic enzyme (SCCE). Using a novel air interface in vitro desquamatory model, we demonstrated RH-dependent corneocyte release with desquamatory rates decreasing below 80% RH. Application of 10% glycerol or a glycerol-containing moisturizing lotion further increased desquamation, even in humid conditions, demonstrating that water was the rate-limiting factor in the final stages of desquamation. Furthermore, even in humid conditions desquamation was sub-maximal. In situ stratum corneum SCCE activity showed a dependence on RH: activity was significantly higher at 100% than at 44% RH. Further increases in SCCE activity were induced by applying a 10% glycerol solution. Since SCCE, a water-requiring enzyme, must function in the water-depleted outer stratum corneum, we sought to determine whether this enzyme has a tolerance to lowered water activity. Using concentrated sucrose solutions to lower water activity, we analysed the activity of recombinant SCCE and compared it to that of trypsin and chymotrypsin. SCCE activity demonstrated a tolerance to water restriction, and this may be an adaptation to maintain enzyme activity even within the water-depleted stratum corneum intercellular space. Overall these findings support the concept that in the upper stratum corneum, RH modulates desquamation by its effect upon SCCE activity, and possibly other desquamatory hydrolases. In addition, SCCE may be adapted to function in the water-restricted stratum corneum intercellular space.

  15. Striatal serotonin depletion facilitates rat egocentric learning via dopamine modulation.

    PubMed

    Anguiano-Rodríguez, Patricia B; Gaytán-Tocavén, Lorena; Olvera-Cortés, María Esther

    2007-02-01

    Egocentric spatial learning has been defined as the ability to navigate in an environment using only proprioceptive information, thereby performing a motor response based on one's own movement. This form of learning has been associated with the neural memory system, including the striatum body. Cerebral serotonin depletion induces better performance, both in tasks with strong egocentric components and in egocentric navigation in the Morris' maze. Based on this, we propose that the striatal serotonergic depletion must facilitate egocentric learning. Fifteen female Sprague Dawley rats weighing 250-350 g and maintained under standard conditions were chronically implanted with infusion cannulas for bilateral application of drugs into the striatum. The animals were evaluated for egocentric navigation using the Morris' maze, under different conditions: saline solution infusion, serotonin depletion by infusion of 5,7-Dihydroxytryptamine (25 microg of free base solved in 2.5 microl of ascorbic acid 1% in saline solution), infusion of mixed dopamine D(1) and D(2) receptor antagonists (0.5 microl/min during 5 min of mixed spiperone 20 microM and SCH23390 10 microM), or serotonin depletion and dopamine blockade simultaneously. Striatal serotonin depletion facilitated egocentric learning, which was demonstrated as shorter escape latencies and the display of a defined sequence of movements for reaching the platform. The facilitation was not observed under condition of simultaneous dopamine blockade. Striatal serotonin depletion produced a dopamine-dependent facilitation of egocentric learning. A role for serotonin in the inhibition of striatal-mediated learning strategies is proposed. PMID:17126827

  16. Incorporation of Socio-scientific Content into Active Learning Activities

    NASA Astrophysics Data System (ADS)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  17. Active Democratic Citizenship and Service-Learning in the Postgraduate Classroom

    ERIC Educational Resources Information Center

    Harris, Clodagh

    2010-01-01

    This article investigates the use of service-learning in teaching active democratic citizenship in the postgraduate classroom. In particular it draws on a case study of an MBS Government module (GV6104) entitled "Political Participation and Mobilisation" that explores the relationship between democracy and participation. Students of this module…

  18. Biological activity of a polypeptide modulator of TRPV1 receptor.

    PubMed

    Dyachenko, I A; Andreev, Ya A; Logashina, Yu A; Murashev, A N; Grishin, E V

    2015-11-01

    This paper presents data on the activity of a new APHC2 polypeptide modulator of TRPV1 receptors, which was isolated from the sea anemone Heteractis crispa. It has been shown that APHC2 has an analgesic activity, does not impair normal motor activity, and does not change body temperature of experimental animals, which has a great practical value for design of potent analgesics of a new generation. Further study of the characteristics of binding of the polypeptide to the TRPV1 receptor may show approaches to the development of other antagonists of this receptor that do not influence the body temperature. PMID:26725234

  19. A Mobile Learning Module for High School Fieldwork

    ERIC Educational Resources Information Center

    Hsu, Tzu-Yen; Chen, Che-Ming

    2010-01-01

    Although fieldwork is always cited as an important component of geographic education, there are many obstacles for executing high school fieldwork. Mobile electronic products are becoming popular and some schools are able to acquire these devices for mobile learning. This study attempts to provide a mobile-assisted means of guiding students…

  20. Molecular Biology of Learning: Modulation of Transmitter Release.

    ERIC Educational Resources Information Center

    Kandel, Eric R.; Schwartz, James H.

    1982-01-01

    Describes how a behavioral system in Aplysia (marine snail) can be used to examine mechanisms of several forms of learning at different levels of analysis: behavioral, cell-physiological, ultrastructural, and molecular. Focusing on short-term sensitization, suggests how molecular mechanisms can be extended to explain long-term memory and classical…

  1. Collaborative Learning in a VLE Based Common Module

    ERIC Educational Resources Information Center

    Toth, Peter

    2010-01-01

    The Masters Level Opportunities and Technological Innovation in Vocational Teacher Education project (http://motivate.tmpk.bmf.hu/) aims to develop the use and management of virtual learning environments [VLEs] in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both…

  2. Attentional Modulation in Visual Cortex Is Modified during Perceptual Learning

    ERIC Educational Resources Information Center

    Bartolucci, Marco; Smith, Andrew T.

    2011-01-01

    Practicing a visual task commonly results in improved performance. Often the improvement does not transfer well to a new retinal location, suggesting that it is mediated by changes occurring in early visual cortex, and indeed neuroimaging and neurophysiological studies both demonstrate that perceptual learning is associated with altered activity…

  3. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  4. Honeybees (Apis mellifera) Learn Color Discriminations via Differential Conditioning Independent of Long Wavelength (Green) Photoreceptor Modulation

    PubMed Central

    Wijesekara Witharanage, Randika; Rosa, Marcello G. P.

    2012-01-01

    Background Recent studies on colour discrimination suggest that experience is an important factor in how a visual system processes spectral signals. In insects it has been shown that differential conditioning is important for processing fine colour discriminations. However, the visual system of many insects, including the honeybee, has a complex set of neural pathways, in which input from the long wavelength sensitive (‘green’) photoreceptor may be processed either as an independent achromatic signal or as part of a trichromatic opponent-colour system. Thus, a potential confound of colour learning in insects is the possibility that modulation of the ‘green’ photoreceptor could underlie observations. Methodology/Principal Findings We tested honeybee vision using light emitting diodes centered on 414 and 424 nm wavelengths, which limit activation to the short-wavelength-sensitive (‘UV’) and medium-wavelength-sensitive (‘blue’) photoreceptors. The absolute irradiance spectra of stimuli was measured and modelled at both receptor and colour processing levels, and stimuli were then presented to the bees in a Y-maze at a large visual angle (26°), to ensure chromatic processing. Sixteen bees were trained over 50 trials, using either appetitive differential conditioning (N = 8), or aversive-appetitive differential conditioning (N = 8). In both cases the bees slowly learned to discriminate between the target and distractor with significantly better accuracy than would be expected by chance. Control experiments confirmed that changing stimulus intensity in transfers tests does not significantly affect bee performance, and it was possible to replicate previous findings that bees do not learn similar colour stimuli with absolute conditioning. Conclusion Our data indicate that honeybee colour vision can be tuned to relatively small spectral differences, independent of ‘green’ photoreceptor contrast and brightness cues. We thus show that colour vision

  5. Capsaicin modulates proliferation, migration, and activation of hepatic stellate cells.

    PubMed

    Bitencourt, Shanna; Mesquita, Fernanda; Basso, Bruno; Schmid, Júlia; Ferreira, Gabriela; Rizzo, Lucas; Bauer, Moises; Bartrons, Ramon; Ventura, Francesc; Rosa, Jose Luis; Mannaerts, Inge; van Grunsven, Leo Adrianus; Oliveira, Jarbas

    2014-03-01

    Capsaicin, the active component of chili pepper, has been reported to have antiproliferative and anti-inflammatory effects on a variety of cell lines. In the current study, we aimed to investigate the effects of capsaicin during HSC activation and maintenance. Activated and freshly isolated HSCs were treated with capsaicin. Proliferation was measured by incorporation of EdU. Cell cycle arrest and apoptosis were investigated using flow cytometry. The migratory response to chemotactic stimuli was evaluated by a modified Boyden chamber assay. Activation markers and inflammatory cytokines were determined by qPCR, immunocytochemistry, and flow cytometry. Our results show that capsaicin reduces HSC proliferation, migration, and expression of profibrogenic markers of activated and primary mouse HSCs. In conclusion, the present study shows that capsaicin modulates proliferation, migration, and activation of HSC in vitro. PMID:23955514

  6. Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

    ERIC Educational Resources Information Center

    Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun

    2016-01-01

    The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing,…

  7. Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?

    ERIC Educational Resources Information Center

    lisahunter; Abbott, Rebecca; Macdonald, Doune; Ziviani, Jennifer; Cuskelly, Monica

    2014-01-01

    This study assessed the feasibility and impact of introducing a programme of an additional 30 minutes per day of moderate physical activity within curriculum time on learning and readiness to learn in a large elementary school in south-east Queensland, Australia. The programme, Active Kids Active Minds (AKAM), involved Year 5 students (n = 107),…

  8. Active Learning: The Importance of Developing a Comprehensive Measure

    ERIC Educational Resources Information Center

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  9. Reference Framework for Active Learning in Higher Education

    ERIC Educational Resources Information Center

    Naithani, Pranav

    2008-01-01

    The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies…

  10. Active Learning with "Jeopardy": Students Ask the Questions

    ERIC Educational Resources Information Center

    Benek-Rivera, Joan; Mathews, Vinitia E.

    2004-01-01

    Nontraditional instructional methods facilitate active learning by students. The "Jeopardy" exercise outlined in this article is based on the popular television game show and is presented as an active learning technique designed to (a) motivate students to actively participate in class and assume more responsibility for learning, (b) provide an…

  11. Environmental--Access to Safe Water Learning Module. Development Education Program.

    ERIC Educational Resources Information Center

    World Bank, Washington, DC.

    This learning module has two main goals: (1) to increase students' knowledge and understanding of the often complex relationship between sustainable development and the social, economic, and environmental conditions in a country; and (2) to strengthen students' ability to perform statistical calculations, make and interpret maps, charts, and…

  12. Bridging the Divide: Sustainability and Relevance of a Distance Learning Module for Clinical Officers in Tanzania

    ERIC Educational Resources Information Center

    Brigley, Stephen; Hosein, I.; Myemba, I. R.

    2009-01-01

    This paper reports on work by a team from Wales, supported by UNESCO Cymru-Wales, to develop a distance learning module for Tanzanian clinical officers (COs) on the syndromic management and counselling of sexually transmissible infection (STI) and HIV patients. Preparation included documentary analysis and a questionnaire survey to ascertain COs'…

  13. A Learning Design for Engaging Academics with Online Professional Development Modules

    ERIC Educational Resources Information Center

    Doherty, Iain

    2010-01-01

    Our paper describes the design and development of a set of online professional development modules to support academic staff in improving and enhancing their teaching. We show how we created a learning design to allow staff to quickly and easily develop their teaching in line with University performance expectations whilst also providing staff…

  14. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  15. Using Multimedia Learning Modules in a Hybrid-Online Course in Electricity and Magnetism

    ERIC Educational Resources Information Center

    Sadaghiani, Homeyra R.

    2011-01-01

    We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a "prelecture assignment" in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a…

  16. Stress Modulates the Use of Spatial versus Stimulus-Response Learning Strategies in Humans

    ERIC Educational Resources Information Center

    Philippsen, Christine; Richter, Steffen; Bohringer, Andreas; Wippich, Werner; Schachinger, Hartmut; Schwabe, Lars; Oitzl, Melly S.

    2007-01-01

    Animal studies provided evidence that stress modulates multiple memory systems, favoring caudate nucleus-based "habit" memory over hippocampus-based "cognitive" memory. However, effects of stress on learning strategy and memory consolidation were not differentiated. We specifically address the effects of psychosocial stress on the applied learning…

  17. "Scaffolding" of Action Learning within a Part-Time Management Development Module

    ERIC Educational Resources Information Center

    Joesbury, Mark

    2015-01-01

    This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and…

  18. Extinction and Renewal of Pavlovian Modulation in Human Sequential Feature Positive Discrimination Learning

    ERIC Educational Resources Information Center

    Baeyens, Frank; Vansteenwegen, Debora; Beckers, Tom; Hermans, Dirk; Kerkhof, Ineke; De Ceulaer, Annick

    2005-01-01

    Using a conditioned suppression task, we investigated extinction and renewal of Pavlovian modulation in human sequential Feature Positive (FP) discrimination learning. In Experiment 1, in context a participants were first trained on two FP discriminations, X[right arrow]A+/A- and Y[right arrow]B+/B-. Extinction treatment was administered in the…

  19. Learning Modules on the Family Unit (Education in the Inductive Mode...).

    ERIC Educational Resources Information Center

    Jones, Kelsey A.

    This document contains a conceptual model of the curriculum-teaching-learning process as an open and organic system and nine instructional modules on the family which are based on an inductive approach. Intended originally for use in a social science course on the college level, it was designed to introduce students to the significant components…

  20. Comparison of Effectiveness of Computerized and Conventional Fixed and Learning Module in Undergraduate Pathology Teaching

    ERIC Educational Resources Information Center

    Madhavan, Manoharan; Kaur, Gurjeet

    2006-01-01

    Introduction: Fixed Learning Module (FLM) adopted in pathology teaching to medical undergraduates, encompasses exhibition of potted specimens and charts. Though it is an important teaching method it also has its limitations. Aim: To create an alternative method for teaching pathology using web based, interactive computer technology [i.e.,…

  1. Educational Modules in Tissue Engineering Based on the "How People Learn" Framework

    ERIC Educational Resources Information Center

    Birol, Gulnur; Liu, Shu Q.; Smith, H. David; Hirsch, Penny

    2006-01-01

    This paper describes an educational package for use in tertiary level tissue engineering education. Current learning science principles and theory were employed in the design process of these educational tools. Each module started with a challenge statement designed to motivate students and consisted of laboratory exercises centered on the "How…

  2. Global scene layout modulates contextual learning in change detection.

    PubMed

    Conci, Markus; Müller, Hermann J

    2014-01-01

    Change in the visual scene often goes unnoticed - a phenomenon referred to as "change blindness." This study examined whether the hierarchical structure, i.e., the global-local layout of a scene can influence performance in a one-shot change detection paradigm. To this end, natural scenes of a laid breakfast table were presented, and observers were asked to locate the onset of a new local object. Importantly, the global structure of the scene was manipulated by varying the relations among objects in the scene layouts. The very same items were either presented as global-congruent (typical) layouts or as global-incongruent (random) arrangements. Change blindness was less severe for congruent than for incongruent displays, and this congruency benefit increased with the duration of the experiment. These findings show that global layouts are learned, supporting detection of local changes with enhanced efficiency. However, performance was not affected by scene congruency in a subsequent control experiment that required observers to localize a static discontinuity (i.e., an object that was missing from the repeated layouts). Our results thus show that learning of the global layout is particularly linked to the local objects. Taken together, our results reveal an effect of "global precedence" in natural scenes. We suggest that relational properties within the hierarchy of a natural scene are governed, in particular, by global image analysis, reducing change blindness for local objects through scene learning.

  3. Active Learning in ASTR 101 Lectures

    NASA Astrophysics Data System (ADS)

    Deming, Grace L.

    1998-12-01

    The lecture is the most common teaching method used at colleges and universities, but does this format facilitate student learning? Lectures can be brilliantly delivered, but they are received by a passive audience. As time passes during a lecture, student attention and effective notetaking diminish. Many students become more interested in a subject and retain information longer in courses that rely on active rather than passive teaching methods. Interactive teaching strategies such as the think-pair-share-(write), the 3-minute paper, and the misconception confrontation can be used to actively engage students during lecture. As a cooperative learning strategy, the think-pair-share-(write) technique requires active discussion by everyone in the class. The "write" component structures individual accountability into the activity. The 3-minute paper is an expansion of the standard 1-minute paper feedback technique, but is required of all students rather than voluntary or anonymous. The misconception confrontation technique allows students to focus on how their pre- conceived notions differ from the scientific explanation. These techniques can be easily adopted by anyone currently using a standard lecture format for introductory astronomy. The necessary components are a commitment by the instructor to require active participation by all students and a willingness to try new teaching methods.

  4. Active Learning in the Era of Big Data

    SciTech Connect

    Jamieson, Kevin; Davis, IV, Warren L.

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  5. Navigating the Active Learning Swamp: Creating an Inviting Environment for Learning.

    ERIC Educational Resources Information Center

    Johnson, Marie C.; Malinowski, Jon C.

    2001-01-01

    Reports on a survey of faculty members (n=29) asking them to define active learning, to rate how effectively different teaching techniques contribute to active learning, and to list the three teaching techniques they use most frequently. Concludes that active learning requires establishing an environment rather than employing a specific teaching…

  6. Understanding Fatty Acid Metabolism through an Active Learning Approach

    ERIC Educational Resources Information Center

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  7. Notetaking Activity as a Logical Classroom Learning Strategy.

    ERIC Educational Resources Information Center

    Taylor, William; And Others

    The impact on learning performance of a notetaking strategy called the Directed Overt Activity Strategy (DOA) was evaluated on three types of instructional tasks: spatial learning, simple concept learning, and complex concept learning. One hundred volunteer freshman psychology students from Ohio State University used either the DOA or their own…

  8. Sphingosine, a Modulator of Human Translesion DNA Polymerase Activity*

    PubMed Central

    Kamath-Loeb, Ashwini S.; Balakrishna, Sharath; Whittington, Dale; Shen, Jiang-Cheng; Emond, Mary J.; Okabe, Takayoshi; Masutani, Chikahide; Hanaoka, Fumio; Nishimura, Susumu; Loeb, Lawrence A.

    2014-01-01

    Translesion (TLS) DNA polymerases are specialized, error-prone enzymes that synthesize DNA across bulky, replication-stalling DNA adducts. In so doing, they facilitate the progression of DNA synthesis and promote cell proliferation. To potentiate the effect of cancer chemotherapeutic regimens, we sought to identify inhibitors of TLS DNA polymerases. We screened five libraries of ∼3000 small molecules, including one comprising ∼600 nucleoside analogs, for their effect on primer extension activity of DNA polymerase η (Pol η). We serendipitously identified sphingosine, a lipid-signaling molecule that robustly stimulates the activity of Pol η by ∼100-fold at low micromolar concentrations but inhibits it at higher concentrations. This effect is specific to the Y-family DNA polymerases, Pols η, κ, and ι. The addition of a single phosphate group on sphingosine completely abrogates this effect. Likewise, the inclusion of other sphingolipids, including ceramide and sphingomyelin to extension reactions does not elicit this response. Sphingosine increases the rate of correct and incorrect nucleotide incorporation while having no effect on polymerase processivity. Endogenous Pol η activity is modulated similarly as the recombinant enzyme. Importantly, sphingosine-treated cells exhibit increased lesion bypass activity, and sphingosine tethered to membrane lipids mimics the effects of free sphingosine. Our studies have uncovered sphingosine as a modulator of TLS DNA polymerase activity; this property of sphingosine may be associated with its known role as a signaling molecule in regulating cell proliferation in response to cellular stress. PMID:24928506

  9. Special-study modules in a problem-based learning medical curriculum: an innovative laboratory research practice supporting introduction to research methodology in the undergraduate curriculum.

    PubMed

    Guner, Gül Akdogan; Cavdar, Zahide; Yener, Nilgün; Kume, Tuncay; Egrilmez, Mehtap Yuksel; Resmi, Halil

    2011-01-01

    We describe the organization of wet-lab special-study modules (SSMs) in the Central Research Laboratory of Dokuz Eylül Medical School, Izmir, Turkey with the aim of discussing the scientific, laboratory, and pedagogical aspects of this educational activity. A general introduction to the planning and functioning of these SSMs is given, along with specific examples. The wet-lab SSMs incorporate several innovative pedagogies: problem-based learning, research-based learning, practical laboratory education, team-based learning, and project-based learning. Oral and written evaluations show that the students find this activity rewarding. The wet-lab SSM model applied in the Research-Lab of Dokuz Eylül School of Medicine represents a format which is effective in training the students in research methodology, practical laboratory work, and independent learning.

  10. Individual differences in sensitivity to reward and punishment and neural activity during reward and avoidance learning.

    PubMed

    Kim, Sang Hee; Yoon, HeungSik; Kim, Hackjin; Hamann, Stephan

    2015-09-01

    In this functional neuroimaging study, we investigated neural activations during the process of learning to gain monetary rewards and to avoid monetary loss, and how these activations are modulated by individual differences in reward and punishment sensitivity. Healthy young volunteers performed a reinforcement learning task where they chose one of two fractal stimuli associated with monetary gain (reward trials) or avoidance of monetary loss (avoidance trials). Trait sensitivity to reward and punishment was assessed using the behavioral inhibition/activation scales (BIS/BAS). Functional neuroimaging results showed activation of the striatum during the anticipation and reception periods of reward trials. During avoidance trials, activation of the dorsal striatum and prefrontal regions was found. As expected, individual differences in reward sensitivity were positively associated with activation in the left and right ventral striatum during reward reception. Individual differences in sensitivity to punishment were negatively associated with activation in the left dorsal striatum during avoidance anticipation and also with activation in the right lateral orbitofrontal cortex during receiving monetary loss. These results suggest that learning to attain reward and learning to avoid loss are dependent on separable sets of neural regions whose activity is modulated by trait sensitivity to reward or punishment.

  11. Modulation of Perineuronal Nets and Parvalbumin with Developmental Song Learning

    PubMed Central

    Balmer, Timothy S.; Carels, Vanessa M.; Frisch, Jillian L.; Nick, Teresa A.

    2009-01-01

    Neural circuits and behavior are shaped during developmental phases of maximal plasticity known as sensitive or critical periods. Neural correlates of sensory critical periods have been identified, but their roles remain unclear. Factors that define critical periods in sensorimotor circuits and behavior are not known. Birdsong learning in the zebra finch occurs during a sensitive period similar to that for human speech. We now show that perineuronal nets, which correlate with sensory critical periods, surround parvalbumin-positive neurons in brain areas that are dedicated to singing. The percentage of both total and parvalbumin-positive neurons with perineuronal nets increased with development. In HVC (this acronym is the proper name), a song area important for sensorimotor integration, the percentage of parvalbumin neurons with perineuronal nets correlated with song maturity. Shifting the vocal critical period with tutor song deprivation decreased the percentage of neurons that were parvalbumin positive and the relative staining intensity of both parvalbumin and a component of perineuronal nets. Developmental song learning shares key characteristics with sensory critical periods, suggesting shared underlying mechanisms. PMID:19828802

  12. Modulation of perineuronal nets and parvalbumin with developmental song learning.

    PubMed

    Balmer, Timothy S; Carels, Vanessa M; Frisch, Jillian L; Nick, Teresa A

    2009-10-14

    Neural circuits and behavior are shaped during developmental phases of maximal plasticity known as sensitive or critical periods. Neural correlates of sensory critical periods have been identified, but their roles remain unclear. Factors that define critical periods in sensorimotor circuits and behavior are not known. Birdsong learning in the zebra finch occurs during a sensitive period similar to that for human speech. We now show that perineuronal nets, which correlate with sensory critical periods, surround parvalbumin-positive neurons in brain areas that are dedicated to singing. The percentage of both total and parvalbumin-positive neurons with perineuronal nets increased with development. In HVC (this acronym is the proper name), a song area important for sensorimotor integration, the percentage of parvalbumin neurons with perineuronal nets correlated with song maturity. Shifting the vocal critical period with tutor song deprivation decreased the percentage of neurons that were parvalbumin positive and the relative staining intensity of both parvalbumin and a component of perineuronal nets. Developmental song learning shares key characteristics with sensory critical periods, suggesting shared underlying mechanisms.

  13. JAK tyrosine kinases promote hierarchical activation of Rho and Rap modules of integrin activation.

    PubMed

    Montresor, Alessio; Bolomini-Vittori, Matteo; Toffali, Lara; Rossi, Barbara; Constantin, Gabriela; Laudanna, Carlo

    2013-12-23

    Lymphocyte recruitment is regulated by signaling modules based on the activity of Rho and Rap small guanosine triphosphatases that control integrin activation by chemokines. We show that Janus kinase (JAK) protein tyrosine kinases control chemokine-induced LFA-1- and VLA-4-mediated adhesion as well as human T lymphocyte homing to secondary lymphoid organs. JAK2 and JAK3 isoforms, but not JAK1, mediate CXCL12-induced LFA-1 triggering to a high affinity state. Signal transduction analysis showed that chemokine-induced activation of the Rho module of LFA-1 affinity triggering is dependent on JAK activity, with VAV1 mediating Rho activation by JAKs in a Gαi-independent manner. Furthermore, activation of Rap1A by chemokines is also dependent on JAK2 and JAK3 activity. Importantly, activation of Rap1A by JAKs is mediated by RhoA and PLD1, thus establishing Rap1A as a downstream effector of the Rho module. Thus, JAK tyrosine kinases control integrin activation and dependent lymphocyte trafficking by bridging chemokine receptors to the concurrent and hierarchical activation of the Rho and Rap modules of integrin activation.

  14. Adenosine A(2A) receptor modulation of hippocampal CA3-CA1 synapse plasticity during associative learning in behaving mice.

    PubMed

    Fontinha, Bruno M; Delgado-García, José M; Madroñal, Noelia; Ribeiro, Joaquim A; Sebastião, Ana M; Gruart, Agnès

    2009-06-01

    Previous in vitro studies have characterized the electrophysiological and molecular signaling pathways of adenosine tonic modulation on long-lasting synaptic plasticity events, particularly for hippocampal long-term potentiation (LTP). However, it remains to be elucidated whether the long-term changes produced by endogenous adenosine in the efficiency of synapses are related to those required for learning and memory formation. Our goal was to understand how endogenous activation of adenosine excitatory A(2A) receptors modulates the associative learning evolution in conscious behaving mice. We have studied here the effects of the application of a highly selective A(2A) receptor antagonist, SCH58261, upon a well-known associative learning paradigm-classical eyeblink conditioning. We used a trace paradigm, with a tone as the conditioned stimulus (CS) and an electric shock presented to the supraorbital nerve as the unconditioned stimulus (US). A single electrical pulse was presented to the Schaffer collateral-commissural pathway to evoke field EPSPs (fEPSPs) in the pyramidal CA1 area during the CS-US interval. In vehicle-injected animals, there was a progressive increase in the percentage of conditioning responses (CRs) and in the slope of fEPSPs through conditioning sessions, an effect that was completely prevented (and lost) in SCH58261 (0.5 mg/kg, i.p.) -injected animals. Moreover, experimentally evoked LTP was impaired in SCH58261-injected mice. In conclusion, the endogenous activation of adenosine A(2A) receptors plays a pivotal effect on the associative learning process and its relevant hippocampal circuits, including activity-dependent changes at the CA3-CA1 synapse.

  15. The New Science of Learning: Active Learning, Metacognition, and Transfer of Knowledge in E-Learning Applications

    ERIC Educational Resources Information Center

    Huffaker, David A.; Calvert, Sandra L.

    2003-01-01

    This article examines the key concepts of active learning, metacognition, and transfer of knowledge, as put forth by the National Research Council's approach to the new science of learning, in relation to ways that E-Learning applications might improve learning both inside and outside the classroom. Several initiatives are highlighted to…

  16. Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

    PubMed Central

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

  17. Active learning not associated with student learning in a random sample of college biology courses.

    PubMed

    Andrews, T M; Leonard, M J; Colgrove, C A; Kalinowski, S T

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

  18. The strength of gradually accruing probabilistic evidence modulates brain activity during a categorical decision

    PubMed Central

    Wheeler, Mark E.; Woo, Sarah G.; Ansel, Tobin; Tremel, Joshua J.; Collier, Amanda L.; Velanova, Katerina; Ploran, Elisabeth J.; Yang, Tianming

    2014-01-01

    The evolution of neural activity during a perceptual decision is well characterized by the evidence parameter in sequential sampling models. However, it is not known whether accumulating signals in human neuroimaging are related to the integration of evidence. Our aim was to determine whether activity accumulates in a non-perceptual task by identifying brain regions tracking the strength of probabilistic evidence. Functional magnetic resonance imaging was used to measure whole-brain activity as choices were informed by integrating a series of learned prior probabilities. Subjects first learned the predictive relationship between a set of shape stimuli and one of two choices. During scanned testing, they made binary choices informed by the sum of the predictive strengths of individual shapes. Sequences of shapes adhered to three distinct rates of evidence (RoE), rapid, gradual, and switch. We predicted that activity in regions informing the decision would modulate as a function of RoE prior to the choice. Activity in some regions, including premotor areas, changed as a function of RoE and response hand, indicating a role in forming an intention to respond. Regions in occipital, temporal, and parietal lobes modulated as a function of RoE only, suggesting a pre-response stage of evidence processing. In all of these regions, activity was greatest on rapid trials and least on switch trials, which is consistent with an accumulation-to-boundary account. In contrast, activity in a set of frontal and parietal regions was greatest on switch and least on rapid trials, which is consistent with an effort or time-on-task account. PMID:25313658

  19. Interactive Online Modules and Videos for Learning Geological Concepts at the University of Toronto Department of Earth Sciences

    NASA Astrophysics Data System (ADS)

    Veglio, E.; Graves, L. W.; Bank, C. G.

    2014-12-01

    We designed various computer-based applications and videos as educational resources for undergraduate courses at the University of Toronto in the Earth Science Department. These resources were developed in effort to enhance students' self-learning of key concepts as identified by educators at the department. The interactive learning modules and videos were created using the programs MATLAB and Adobe Creative Suite 5 (Photoshop and Premiere) and range from optical mineralogy (extinction and Becke line), petrology (equilibrium melting in 2-phase systems), crystallography (crystal systems), geophysics (gravity anomaly), and geologic history (evolution of Canada). These resources will be made available for students on internal course websites as well as through the University of Toronto Earth Science's website (www.es.utoronto.ca) where appropriate; the video platform YouTube.com may be used to reach a wide audience and promote the material. Usage of the material will be monitored and feedback will be collected over the next academic year in order to gage the use of these interactive learning tools and to assess if these computer-based applications and videos foster student engagement and active learning, and thus offer an enriched learning experience.

  20. Brg1 modulates enhancer activation in mesoderm lineage commitment

    DOE PAGES

    Alexander, Jeffrey M.; Hota, Swetansu K.; He, Daniel; Thomas, Sean; Ho, Lena; Pennacchio, Len A.; Bruneau, B. G.

    2015-03-26

    The interplay between different levels of gene regulation in modulating developmental transcriptional programs, such as histone modifications and chromatin remodeling, is not well understood. Here, we show that the chromatin remodeling factor Brg1 is required for enhancer activation in mesoderm induction. In an embryonic stem cell-based directed differentiation assay, the absence of Brg1 results in a failure of cardiomyocyte differentiation and broad deregulation of lineage-specific gene expression during mesoderm induction. We find that Brg1 co-localizes with H3K27ac at distal enhancers and is required for robust H3K27 acetylation at distal enhancers that are activated during mesoderm induction. Brg1 is also requiredmore » to maintain Polycomb-mediated repression of non-mesodermal developmental regulators, suggesting cooperativity between Brg1 and Polycomb complexes. Thus, Brg1 is essential for modulating active and repressive chromatin states during mesoderm lineage commitment, in particular the activation of developmentally important enhancers. In conclusion, these findings demonstrate interplay between chromatin remodeling complexes and histone modifications that, together, ensure robust and broad gene regulation during crucial lineage commitment decisions.« less

  1. Decorin binds myostatin and modulates its activity to muscle cells

    SciTech Connect

    Miura, Takayuki; Kishioka, Yasuhiro; Wakamatsu, Jun-ichi; Hattori, Akihito; Hennebry, Alex; Berry, Carole J.; Sharma, Mridula; Kambadur, Ravi; Nishimura, Takanori . E-mail: nishi@anim.agr.hokudai.ac.jp

    2006-02-10

    Myostatin, a member of TGF-{beta} superfamily of growth factors, acts as a negative regulator of skeletal muscle mass. The mechanism whereby myostatin controls the proliferation and differentiation of myogenic cells is mostly clarified. However, the regulation of myostatin activity to myogenic cells after its secretion in the extracellular matrix (ECM) is still unknown. Decorin, a small leucine-rich proteoglycan, binds TGF-{beta} and regulates its activity in the ECM. Thus, we hypothesized that decorin could also bind to myostatin and participate in modulation of its activity to myogenic cells. In order to test the hypothesis, we investigated the interaction between myostatin and decorin by surface plasmon assay. Decorin interacted with mature myostatin in the presence of concentrations of Zn{sup 2+} greater than 10 {mu}M, but not in the absence of Zn{sup 2+}. Kinetic analysis with a 1:1 binding model resulted in dissociation constants (K {sub D}) of 2.02 x 10{sup -8} M and 9.36 x 10{sup -9} M for decorin and the core protein of decorin, respectively. Removal of the glycosaminoglycan chain by chondroitinase ABC digestion did not affect binding, suggesting that decorin could bind to myostatin with its core protein. Furthermore, we demonstrated that immobilized decorin could rescue the inhibitory effect of myostatin on myoblast proliferation in vitro. These results suggest that decorin could trap myostatin and modulate its activity to myogenic cells in the ECM.

  2. Brg1 modulates enhancer activation in mesoderm lineage commitment

    SciTech Connect

    Alexander, Jeffrey M.; Hota, Swetansu K.; He, Daniel; Thomas, Sean; Ho, Lena; Pennacchio, Len A.; Bruneau, B. G.

    2015-03-26

    The interplay between different levels of gene regulation in modulating developmental transcriptional programs, such as histone modifications and chromatin remodeling, is not well understood. Here, we show that the chromatin remodeling factor Brg1 is required for enhancer activation in mesoderm induction. In an embryonic stem cell-based directed differentiation assay, the absence of Brg1 results in a failure of cardiomyocyte differentiation and broad deregulation of lineage-specific gene expression during mesoderm induction. We find that Brg1 co-localizes with H3K27ac at distal enhancers and is required for robust H3K27 acetylation at distal enhancers that are activated during mesoderm induction. Brg1 is also required to maintain Polycomb-mediated repression of non-mesodermal developmental regulators, suggesting cooperativity between Brg1 and Polycomb complexes. Thus, Brg1 is essential for modulating active and repressive chromatin states during mesoderm lineage commitment, in particular the activation of developmentally important enhancers. In conclusion, these findings demonstrate interplay between chromatin remodeling complexes and histone modifications that, together, ensure robust and broad gene regulation during crucial lineage commitment decisions.

  3. Antioxidant, antimicrobial and neutrophil-modulating activities of herb extracts.

    PubMed

    Denev, Petko; Kratchanova, Maria; Ciz, Milan; Lojek, Antonin; Vasicek, Ondrej; Blazheva, Denitsa; Nedelcheva, Plamena; Vojtek, Libor; Hyrsl, Pavel

    2014-01-01

    The present study provides a comprehensive data on the antioxidant, antimicrobial and neutrophil-modulating activities of extracts from six medicinal plants--blackberry (Rubus fruticosus) leaves, chokeberry (Aronia melanocarpa) leaves, hawthorn (Crataegus monogyna) leaves, lady's mantle (Alchemilla glabra) aerial parts, meadowsweet (Filipendula ulmaria) aerial parts and raspberry (Rubus idaeus) leaves. In order to analyze the antioxidant activity of the herbs, several methods (ORAC, TRAP, HORAC and inhibition of lipid peroxidation) were used. Blackberry leaves and meadowsweet extracts revealed the highest antioxidant activities via all methods. All extracts studied blocked almost completely the opsonized zymosan particle-activated ROS production by neutrophils from human whole blood. On the other hand, the effect of extracts on phorbol myristate acetate-activated ROS production was much milder and even nonsignificant in the case of chokeberry leaves. This latter result suggests that extracts (apart from their antioxidative activity) interfere with the signaling cascade of phagocyte activation upstream of the protein kinase C activation. The antimicrobial activity of the investigated extracts against 11 human pathogens was investigated using three different methods. Meadowsweet and blackberry leaves extracts had the highest antimicrobial effect and the lowest minimal inhibiting concentrations (MICs) against the microorganisms tested.

  4. Alpha-band EEG activity in perceptual learning

    PubMed Central

    Bays, Brett C.; Visscher, Kristina M.; Le Dantec, Christophe C.; Seitz, Aaron R.

    2015-01-01

    In studies of perceptual learning (PL), subjects are typically highly trained across many sessions to achieve perceptual benefits on the stimuli in those tasks. There is currently significant debate regarding what sources of brain plasticity underlie these PL-based learning improvements. Here we investigate the hypothesis that PL, among other mechanisms, leads to task automaticity, especially in the presence of the trained stimuli. To investigate this hypothesis, we trained participants for eight sessions to find an oriented target in a field of near-oriented distractors and examined alpha-band activity, which modulates with attention to visual stimuli, as a possible measure of automaticity. Alpha-band activity was acquired via electroencephalogram (EEG), before and after training, as participants performed the task with trained and untrained stimuli. Results show that participants underwent significant learning in this task (as assessed by threshold, accuracy, and reaction time improvements) and that alpha power increased during the pre-stimulus period and then underwent greater desynchronization at the time of stimulus presentation following training. However, these changes in alpha-band activity were not specific to the trained stimuli, with similar patterns of posttraining alpha power for trained and untrained stimuli. These data are consistent with the view that participants were more efficient at focusing resources at the time of stimulus presentation and are consistent with a greater automaticity of task performance. These findings have implications for PL, as transfer effects from trained to untrained stimuli may partially depend on differential effort of the individual at the time of stimulus processing. PMID:26370167

  5. STEM learning activity among home-educating families

    NASA Astrophysics Data System (ADS)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  6. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    ERIC Educational Resources Information Center

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  7. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

    We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

  8. Effects of Sharing Clickers in an Active Learning Environment

    ERIC Educational Resources Information Center

    Daniel, Todd; Tivener, Kristin

    2016-01-01

    Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

  9. Silent Students' Participation in a Large Active Learning Science Classroom

    ERIC Educational Resources Information Center

    Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.

    2012-01-01

    Active learning in large science classrooms furthers opportunities for students to engage in the content and in meaningful learning, yet students can still remain anonymously silent. This study aims to understand the impact of active learning on these silent students in a large General Chemistry course taught via Socratic questioning and…

  10. Active Learning in the Library Instruction Environment: An Exploratory Study

    ERIC Educational Resources Information Center

    Ross, Alanna; Furno, Christine

    2011-01-01

    This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique…

  11. Teacher Educators' Design and Implementation of Group Learning Activities

    ERIC Educational Resources Information Center

    De Hei, Miranda S. A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, Jan-Willem

    2016-01-01

    The aim of this study was to describe how teacher educators design and implement group learning activities (GLAs). We used the Group Learning Activities Instructional Design (GLAID) framework to analyse their descriptions. The GLAID framework includes eight components: (1) interaction, (2) learning objectives and outcomes, (3) assessment, (4) task…

  12. Navigated Active Learning in an International Academic Virtual Enterprise

    ERIC Educational Resources Information Center

    Horvath, Imre; Wiersma, Meindert; Duhovnik, Joze; Stroud, Ian

    2004-01-01

    Active learning is an educational paradigm that has been reinvented and methodologically underpinned many times in order to intensify learning in various forms. This paper presents a complex approach to active learning in a design-centred academic course with international participation. Research and design were considered as vehicles of active…

  13. Geometrical modulation transfer function for different pixel active area shapes

    NASA Astrophysics Data System (ADS)

    Yadid-Pecht, Orly

    2000-04-01

    In this work we consider the effect of the pixel active area geometrical shape on the modulation transfer function (MTF) of an image sensor. When designing a CMOS Active Pixel Sensor, or a CCD or CID sensor for this matter, the active area of the pixel would have a certain geometrical shape which might not cover the whole pixel area. To improve the device performance, it is important to understand the effect this has on the pixel sensitivity and on the resulting MTF. We perform a theoretical analysis of the MTF for the active area shape and derive explicit formulas for the transfer function for pixel arrays with a square, a rectangular and an L shaped active area (most commonly used), and generalize for any connected active area shape. Preliminary experimental results of subpixel scanning sensitivity maps and the corresponding MTFs have also bee obtained, which confirm the theoretical derivations. Both the simulation results and the MTF calculated from the point spread function measurements of the actual pixel arrays show that the active area shape contributes significantly to the behavior of the overall MTF. The results also indicate that for any potential pixel active area shape, the effect of its diversion from the square pixel could be calculated, so that tradeoff between the conflicting requirements, such as SNR and MTF, could be compared per each pixel design for better overall sensor performance.

  14. Modulating enzyme activity using ionic liquids or surfactants.

    PubMed

    Goldfeder, Mor; Fishman, Ayelet

    2014-01-01

    One of the important strategies for modulating enzyme activity is the use of additives to affect their microenvironment and subsequently make them suitable for use in different industrial processes. Ionic liquids (ILs) have been investigated extensively in recent years as such additives. They are a class of solvents with peculiar properties and a "green" reputation in comparison to classical organic solvents. ILs as co-solvents in aqueous systems have an effect on substrate solubility, enzyme structure and on enzyme-water interactions. These effects can lead to higher reaction yields, improved selectivity, and changes in substrate specificity, and thus there is great potential for IL incorporation in biocatalysis. The use of surfactants, which are usually denaturating agents, as additives in enzymatic reactions is less reviewed in recent years. However, interesting modulations in enzyme activity in their presence have been reported. In the case of surfactants there is a more pronounced effect on the enzyme structure, as can be observed in a number of crystal structures obtained in their presence. For each additive and enzymatic process, a specific optimization process is needed and there is no one-fits-all solution. Combining ILs and surfactants in either mixed micelles or water-in-IL microemulsions for use in enzymatic reaction systems is a promising direction which may further expand the range of enzyme applications in industrial processes. While many reviews exist on the use of ILs in biocatalysis, the present review centers on systems in which ILs or surfactants were able to modulate and improve the natural activity of enzymes in aqueous systems. PMID:24281758

  15. Construction and validation of a distance learning module on premedication antisepsis for nursing professionals.

    PubMed

    Pereira, Barbara Juliana da Costa; Mendes, Isabel Amélia Costa; Beatriz Maria, Jorge; Mazzo, Alessandra

    2013-11-01

    The aim of this descriptive study, carried out at a public university, was to design, develop, and validate a distance learning module on intramuscular premedication antisepsis. The content was introduced in the Modular Object-Oriented Dynamic Learning Environment, based on the Systematic Model for Web-Based Training projects. Ten nurses and information technologists at work consented to participate, in compliance with ethical guidelines, and answered a questionnaire to validate the Virtual Learning Environment. The educational aspects of the environment interface were mostly evaluated as "excellent," whereas the assessment of didactic resources indicated interactivity difficulties. It is concluded that distance learning is an important tool for the teaching of premedication antisepsis. To ensure its effectiveness, appropriate methods and interactive devices must be used.

  16. Target cell-specific modulation of neuronal activity by astrocytes

    NASA Astrophysics Data System (ADS)

    Kozlov, A. S.; Angulo, M. C.; Audinat, E.; Charpak, S.

    2006-06-01

    Interaction between astrocytes and neurons enriches the behavior of brain circuits. By releasing glutamate and ATP, astrocytes can directly excite neurons and modulate synaptic transmission. In the rat olfactory bulb, we demonstrate that the release of GABA by astrocytes causes long-lasting and synchronous inhibition of mitral and granule cells. In addition, astrocytes release glutamate, leading to a selective activation of granule-cell NMDA receptors. Thus, by releasing excitatory and inhibitory neurotransmitters, astrocytes exert a complex modulatory control on the olfactory network. glutamate | GABA | inhibition | olfactory bulb | synchronization

  17. Bipart: Learning Block Structure for Activity Detection

    PubMed Central

    Mu, Yang; Lo, Henry Z.; Ding, Wei; Amaral, Kevin; Crouter, Scott E.

    2014-01-01

    Physical activity consists complex behavior, typically structured in bouts which can consist of one continuous movement (e.g. exercise) or many sporadic movements (e.g. household chores). Each bout can be represented as a block of feature vectors corresponding to the same activity type. This paper introduces a general distance metric technique to use this block representation to first predict activity type, and then uses the predicted activity to estimate energy expenditure within a novel framework. This distance metric, dubbed Bipart, learns block-level information from both training and test sets, combining both to form a projection space which materializes block-level constraints. Thus, Bipart provides a space which can improve the bout classification performance of all classifiers. We also propose an energy expenditure estimation framework which leverages activity classification in order to improve estimates. Comprehensive experiments on waist-mounted accelerometer data, comparing Bipart against many similar methods as well as other classifiers, demonstrate the superior activity recognition of Bipart, especially in low-information experimental settings. PMID:25328361

  18. Social learning modulates the lateralization of emotional valence.

    PubMed

    Shamay-Tsoory, Simone G; Lavidor, Michal; Aharon-Peretz, Judith

    2008-08-01

    Although neuropsychological studies of lateralization of emotion have emphasized valence (positive vs. negative) or type (basic vs. complex) dimensions, the interaction between the two dimensions has yet to be elucidated. The purpose of the current study was to test the hypothesis that recognition of basic emotions is processed preferentially by the right prefrontal cortex (PFC), whereas recognition of complex social emotions is processed preferentially by the left PFC. Experiment 1 assessed the ability of healthy controls and patients with right and left PFC lesions to recognize basic and complex emotions. Experiment 2 modeled the patient's data of Experiment 1 on healthy participants under lateralized displays of the emotional stimuli. Both experiments support the Type as well as the Valence Hypotheses. However, our findings indicate that the Valence Hypothesis holds for basic but less so for complex emotions. It is suggested that, since social learning overrules the basic preference of valence in the hemispheres, the processing of complex emotions in the hemispheres is less affected by valence. PMID:18343548

  19. Aversive learning in adolescents: modulation by amygdala-prefrontal and amygdala-hippocampal connectivity and neuroticism.

    PubMed

    Tzschoppe, Jelka; Nees, Frauke; Banaschewski, Tobias; Barker, Gareth J; Büchel, Christian; Conrod, Patricia J; Garavan, Hugh; Heinz, Andreas; Loth, Eva; Mann, Karl; Martinot, Jean-Luc; Smolka, Michael N; Gallinat, Jürgen; Ströhle, Aandreas; Struve, Maren; Rietschel, Marcella; Schumann, Gunter; Flor, Herta

    2014-03-01

    Neuroticism involves a tendency for enhanced emotional and cognitive processing of negative affective stimuli and a propensity to worry and be anxious. It is known that this trait modulates fear learning and the activation of brain regions involved in it such as the amygdala, hippocampus, and prefrontal cortex and their connectivity. Thirty-nine (21 female) 14-year-old healthy adolescents participated in functional magnetic resonance imaging (fMRI) of aversive pavlovian differential delay conditioning. An unpleasant sound served as unconditioned stimulus (US) and pictures of neutral male faces as conditioned stimuli (CS+ followed by the US in 50% of the cases; CS- never followed by the US). During acquisition (CS+/- differentiation), higher levels of neuroticism were associated with a stronger interaction between the right amygdala and the right hippocampus as well as the right amygdala and prefrontal cortical regions, specifically ventromedial prefrontal cortex, dorsolateral prefrontal cortex, and anterior cingulate cortex. The association of stronger conditionability of fear and connectivity of brain regions related to consolidation of fear associations and neuroticism points to underlying mechanisms of the enhanced propensity for anxiety disorders in highly neurotic participants. This is especially important in adolescence, a vulnerable time for the onset of mental disorders such as anxiety disorders.

  20. Aversive learning in adolescents: modulation by amygdala-prefrontal and amygdala-hippocampal connectivity and neuroticism.

    PubMed

    Tzschoppe, Jelka; Nees, Frauke; Banaschewski, Tobias; Barker, Gareth J; Büchel, Christian; Conrod, Patricia J; Garavan, Hugh; Heinz, Andreas; Loth, Eva; Mann, Karl; Martinot, Jean-Luc; Smolka, Michael N; Gallinat, Jürgen; Ströhle, Aandreas; Struve, Maren; Rietschel, Marcella; Schumann, Gunter; Flor, Herta

    2014-03-01

    Neuroticism involves a tendency for enhanced emotional and cognitive processing of negative affective stimuli and a propensity to worry and be anxious. It is known that this trait modulates fear learning and the activation of brain regions involved in it such as the amygdala, hippocampus, and prefrontal cortex and their connectivity. Thirty-nine (21 female) 14-year-old healthy adolescents participated in functional magnetic resonance imaging (fMRI) of aversive pavlovian differential delay conditioning. An unpleasant sound served as unconditioned stimulus (US) and pictures of neutral male faces as conditioned stimuli (CS+ followed by the US in 50% of the cases; CS- never followed by the US). During acquisition (CS+/- differentiation), higher levels of neuroticism were associated with a stronger interaction between the right amygdala and the right hippocampus as well as the right amygdala and prefrontal cortical regions, specifically ventromedial prefrontal cortex, dorsolateral prefrontal cortex, and anterior cingulate cortex. The association of stronger conditionability of fear and connectivity of brain regions related to consolidation of fear associations and neuroticism points to underlying mechanisms of the enhanced propensity for anxiety disorders in highly neurotic participants. This is especially important in adolescence, a vulnerable time for the onset of mental disorders such as anxiety disorders. PMID:24126454

  1. Neuropeptide F neurons modulate sugar reward during associative olfactory learning of Drosophila larvae.

    PubMed

    Rohwedder, Astrid; Selcho, Mareike; Chassot, Bérénice; Thum, Andreas S

    2015-12-15

    All organisms continuously have to adapt their behavior according to changes in the environment in order to survive. Experience-driven changes in behavior are usually mediated and maintained by modifications in signaling within defined brain circuits. Given the simplicity of the larval brain of Drosophila and its experimental accessibility on the genetic and behavioral level, we analyzed if Drosophila neuropeptide F (dNPF) neurons are involved in classical olfactory conditioning. dNPF is an ortholog of the mammalian neuropeptide Y, a highly conserved neuromodulator that stimulates food-seeking behavior. We provide a comprehensive anatomical analysis of the dNPF neurons on the single-cell level. We demonstrate that artificial activation of dNPF neurons inhibits appetitive olfactory learning by modulating the sugar reward signal during acquisition. No effect is detectable for the retrieval of an established appetitive olfactory memory. The modulatory effect is based on the joint action of three distinct cell types that, if tested on the single-cell level, inhibit and invert the conditioned behavior. Taken together, our work describes anatomically and functionally a new part of the sugar reinforcement signaling pathway for classical olfactory conditioning in Drosophila larvae.

  2. Calmodulin modulates H-Ras mediated Raf-1 activation.

    PubMed

    Moretó, Jemina; Lladó, Anna; Vidal-Quadras, Maite; Calvo, Maria; Pol, Albert; Enrich, Carlos; Tebar, Francesc

    2008-06-01

    We have previously demonstrated that, in COS-1 cells, inhibition of calmodulin increases Ras-GTP levels although it decreases Raf-1 activity and consequently MAPK. The present study analyzes the role of calmodulin in the regulation of Raf-1. First we show, using FRET microscopy, that inhibition of Raf-1 was not a consequence of a decreased interaction between H-Ras and Raf-1. Besides, the analysis of the phosphorylation state of Raf-1 showed that calmodulin, through downstream PI3K, is essential to ensure the Ser338-Raf-1 phosphorylation, critical for Raf-1 activation. We also show that the expression of a dominant negative mutant of PI3K impairs the calmodulin-mediated Raf-1 activation; in addition, both calmodulin and PI3K inhibitors decrease phospho-Ser338 and Raf-1 activity from upstream active H-Ras (H-RasG12V) and this effect is dependent on endocytosis. Importantly, in H-Ras depleted COS-1 cells, calmodulin does not modulate MAPK activation. Altogether, the results suggest that calmodulin regulation of MAPK in COS-1 cells relies upon H-Ras control of Raf-1 activity and involves PI3K.

  3. Modulation of Locomotor Activation by the Rostromedial Tegmental Nucleus

    PubMed Central

    Lavezzi, Heather N; Parsley, Kenneth P; Zahm, Daniel S

    2015-01-01

    The rostromedial tegmental nucleus (RMTg) is a strong inhibitor of dopamine neurons in the ventral tegmental area (VTA) reported to influence neurobiological and behavioral responses to reward omission, aversive and fear-eliciting stimuli, and certain drugs of abuse. Insofar as previous studies implicate ventral mesencephalic dopamine neurons as an essential component of locomotor activation, we hypothesized that the RMTg also should modulate locomotion activation. We observed that bilateral infusions into the RMTg of the gamma-aminobutyric acid A (GABAA) agonist, muscimol, indeed activate locomotion. Alternatively, bilateral RMTg infusions of the GABAA receptor antagonist, bicuculline, suppress robust activations of locomotion elicited in two distinct ways: (1) by disinhibitory stimulation of neurons in the lateral preoptic area and (2) by return of rats to an environment previously paired with amphetamine administration. The possibility that suppressive locomotor effects of RMTg bicuculline infusions were due to unintended spread of drug to the nearby VTA was falsified by a control experiment showing that bilateral infusions of bicuculline into the VTA produce activation rather than suppression of locomotion. These results objectively implicate the RMTg in the regulation of locomotor activation. The effect is important because much evidence reported in the literature suggests that locomotor activation can be an involuntary behavioral expression of expectation and/or want without which the willingness to execute adaptive behaviors is impaired. PMID:25164249

  4. Visual Experience Modulates Spatio-Temporal Dynamics of Circuit Activation

    PubMed Central

    Wang, Lang; Fontanini, Alfredo; Maffei, Arianna

    2011-01-01

    Persistent reduction in sensory drive in early development results in multiple plastic changes of different cortical synapses. How these experience-dependent modifications affect the spatio-temporal dynamics of signal propagation in neocortical circuits is poorly understood. Here we demonstrate that brief visual deprivation significantly affects the propagation of electrical signals in the primary visual cortex. The spatio-temporal spread of circuit activation upon direct stimulation of its input layer (Layer 4) is reduced, as is the activation of L2/3 – the main recipient of the output from L4. Our data suggest that the decrease in spatio-temporal activation of L2/3 depends on reduced L4 output, and is not intrinsically generated within L2/3. The data shown here suggest that changes in the synaptic components of the visual cortical circuit result not only in alteration of local integration of excitatory and inhibitory inputs, but also in a significant decrease in overall circuit activation. Furthermore, our data indicate a differential effect of visual deprivation on L4 and L2/3, suggesting that while feedforward activation of L2/3 is reduced, its activation by long range, within layer inputs is unaltered. Thus, brief visual deprivation induces experience-dependent circuit re-organization by modulating not only circuit excitability, but also the spatio-temporal patterns of cortical activation within and between layers. PMID:21743804

  5. Using Assistive Technology Adaptations To Include Students with Learning Disabilities in Cooperative Learning Activities.

    ERIC Educational Resources Information Center

    Bryant, Diane Pedrotty; Bryant, Brian R.

    1998-01-01

    Discusses a process for integrating technology adaptations for students with learning disabilities into cooperative-learning activities in terms of three components: (1) selecting adaptations; (2) monitoring use of adaptations during cooperative-learning activities; and (3) evaluating the adaptations' effectiveness. Barriers to and support systems…

  6. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    ERIC Educational Resources Information Center

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this study was…

  7. Patterns of Field Learning Activities and Their Relation to Learning Outcome

    ERIC Educational Resources Information Center

    Lee, Mingun; Fortune, Anne E.

    2013-01-01

    Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently,…

  8. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    ERIC Educational Resources Information Center

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  9. EarthScope Content Module for IRIS Active Earth Monitor

    NASA Astrophysics Data System (ADS)

    McQuillan, P. J.; Welti, R.; Johnson, J. A.; Shiffman, C. R.; Olds, S. E.

    2012-12-01

    The Active Earth Monitor (AEM) is an interactive computer-based display for university lobbies, museums, visitor centers, schools and libraries. AEM runs in a standard Internet web browser in full screen mode. The display consists of a customizable set of content pages about plate tectonics, earthquakes, volcanoes and tsunamis. Low-cost and simple-to-implement, the Active Earth Monitor provides a way to engage audiences with earth science information without spending resources on a large exhibit. The EarthScope Active Earth Monitor content set highlights the connections between the landscape and the research and monitoring being conducted by EarthScope in partnership with regional monitoring networks. Modules consist of chapters that focus on What is EarthScope?, EarthScope Observatories, and EarthScope Research Results. Content topics are easily explored using a web page button type navigation interface via a touch screen or mouse. A formative evaluation of general public users informed the interface design. Chapters in the modules start with a general overview and proceed to detailed specifics. Each chapter utilizes at least one set of live or near real-time research data (often more than one). This exposes the general public to active ongoing research that is engaging, relevant to the individual user, and explained in easy to understand terms. All live content is updated each time a user accesses the individual page displaying the live data. Leading questions are presented allowing the user to examine the content before accessing the answer via pop-up box. Diagrams and charts of research data have explanatory keys that allow users to self explore all content. Content pages can be created and inserted in the Active Earth Monitor by utilizing the simple HTML/CSS coding.;

  10. "Heart Shots": a classroom activity to instigate active learning.

    PubMed

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. PMID:26330036

  11. Pharmacological Modulation of NMDA Receptor Activity and the Advent of Negative and Positive Allosteric Modulators

    PubMed Central

    Monaghan, Daniel T.; Irvine, Mark W.; Costa, Blaise Mathias; Fang, Guangyu; Jane, David E.

    2012-01-01

    The NMDA receptor (NMDAR) family of L-glutamate receptors are well known to have diverse roles in CNS function as well as in various neuropathological and psychiatric conditions. Until recently, the types of agents available to pharmacologically regulate NMDAR function have been quite limited in terms of mechanism of action and subtype selectivity. This has changed significantly in the past two years. The purpose of this review is to summarize the many drug classes now available for modulating NMDAR activity. Previously, this included competitive antagonists at the L-glutamate and glycine binding sites, high and low affinity channel blockers, and GluN2B-selective N-terminal domain binding site antagonists. More recently, we and others have identifed new classes of NMDAR agents that are either positive or negative allosteric modulators (PAMs and NAMs, respectively). These compounds include the pan potentiator UBP646, the GluN2A-selective potentiator/GluN2C & GluN2D inhibitor UBP512, the GluN2D-selective potentiator UBP551, the GluN2C/GluN2D-selective potentiator CIQ as well as the new NMDAR-NAMs such as the pan-inhibitor UBP618, the GluN2C/GluN2D-selective inhibitor QZN46 and the GluN2A inhibitors UBP608 and TCN201. These new agents do not bind within the L-glutamate or glycine binding sites, the ion channel pore or the N-terminal regulatory domain. Collectively, these new allosteric modulators appear to be acting at multiple novel sites on the NMDAR complex. Importantly, these agents display improved subtype-selectivity and as NMDAR PAMs and NAMs, they represent a new generation of potential NMDAR therapeutics. PMID:22269804

  12. Modulation of human motoneuron activity by a mental arithmetic task.

    PubMed

    Bensoussan, Laurent; Duclos, Yann; Rossi-Durand, Christiane

    2012-10-01

    This study aimed to determine whether the performance of a mental task affects motoneuron activity. To this end, the tonic discharge pattern of wrist extensor motor units was analyzed in healthy subjects while they were required to maintain a steady wrist extension force and to concurrently perform a mental arithmetic (MA) task. A shortening of the mean inter-spike interval (ISI) and a decrease in ISI variability occurred when MA task was superimposed to the motor task. Aloud and silent MA affected equally the rate and variability of motoneuron discharge. Increases in surface EMG activity and force level were consistent with the modulation of the motor unit discharge rate. Trial-by-trial analysis of the characteristics of motor unit firing revealed that performing MA increases activation of wrist extensor SMU. It is suggested that increase in muscle spindle afferent activity, resulting from fusimotor drive activation by MA, may have contributed to the increase in synaptic inputs to motoneurons during the mental task performance, likely together with enhancement in the descending drive. The finding that a mental task affects motoneuron activity could have consequences in assessment of motor disabilities and in rehabilitation in motor pathologies.

  13. VEGF modulates synaptic activity in the developing spinal cord.

    PubMed

    Guérit, Sylvaine; Allain, Anne-Emilie; Léon, Céline; Cazenave, William; Ferrara, Napoleone; Branchereau, Pascal; Bikfalvi, Andréas

    2014-11-01

    Although it has been documented that the nervous and the vascular systems share numerous analogies and are closely intermingled during development and pathological processes, interactions between the two systems are still poorly described. In this study, we investigated whether vascular endothelial growth factor (VEGF), which is a key regulator of vascular development, also modulates neuronal developmental processes. We report that VEGF enhances the gamma-aminobutyric acid (GABA)/glycinergic but not glutamatergic synaptic activity in embryonic spinal motoneurons (MNs), without affecting MNs excitability. In response to VEGF, the frequency of these synaptic events but not their amplitude was increased. Blocking endogenous VEGF led to an opposite effect by decreasing frequency of synaptic events. We found that this effect occurred specifically at early developmental stages (E13.5 and E15.5) and vanished at the prenatal stage E17.5. Furthermore, VEGF was able to increase vesicular inhibitory amino acid transporter density at the MN membrane. Inhibition of single VEGF receptors did not modify electrophysiological parameters indicating receptor combinations or an alternative pathway. Altogether, our findings identify VEGF as a modulator of the neuronal activity during synapse formation and highlight a new ontogenic role for this angiogenic factor in the nervous system.

  14. Scene interpretation module for an active vision system

    NASA Astrophysics Data System (ADS)

    Remagnino, P.; Matas, J.; Illingworth, John; Kittler, Josef

    1993-08-01

    In this paper an implementation of a high level symbolic scene interpreter for an active vision system is considered. The scene interpretation module uses low level image processing and feature extraction results to achieve object recognition and to build up a 3D environment map. The module is structured to exploit spatio-temporal context provided by existing partial world interpretations and has spatial reasoning to direct gaze control and thereby achieve efficient and robust processing using spatial focus of attention. The system builds and maintains an awareness of an environment which is far larger than a single camera view. Experiments on image sequences have shown that the system can: establish its position and orientation in a partially known environment, track simple moving objects such as cups and boxes, temporally integrate recognition results to establish or forget object presence, and utilize spatial focus of attention to achieve efficient and robust object recognition. The system has been extensively tested using images from a single steerable camera viewing a simple table top scene containing box and cylinder-like objects. Work is currently progressing to further develop its competences and interface it with the Surrey active stereo vision head, GETAFIX.

  15. How to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in Intervals

    PubMed Central

    Augustin, Marc

    2014-01-01

    Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge. PMID:24910566

  16. Dopamine Promotes Motor Cortex Plasticity and Motor Skill Learning via PLC Activation.

    PubMed

    Rioult-Pedotti, Mengia-Seraina; Pekanovic, Ana; Atiemo, Clement Osei; Marshall, John; Luft, Andreas Rüdiger

    2015-01-01

    Dopaminergic neurons in the ventral tegmental area, the major midbrain nucleus projecting to the motor cortex, play a key role in motor skill learning and motor cortex synaptic plasticity. Dopamine D1 and D2 receptor antagonists exert parallel effects in the motor system: they impair motor skill learning and reduce long-term potentiation. Traditionally, D1 and D2 receptor modulate adenylyl cyclase activity and cyclic adenosine monophosphate accumulation in opposite directions via different G-proteins and bidirectionally modulate protein kinase A (PKA), leading to distinct physiological and behavioral effects. Here we show that D1 and D2 receptor activity influences motor skill acquisition and long term synaptic potentiation via phospholipase C (PLC) activation in rat primary motor cortex. Learning a new forelimb reaching task is severely impaired in the presence of PLC, but not PKA-inhibitor. Similarly, long term potentiation in motor cortex, a mechanism involved in motor skill learning, is reduced when PLC is inhibited but remains unaffected by the PKA inhibitor. Skill learning deficits and reduced synaptic plasticity caused by dopamine antagonists are prevented by co-administration of a PLC agonist. These results provide evidence for a role of intracellular PLC signaling in motor skill learning and associated cortical synaptic plasticity, challenging the traditional view of bidirectional modulation of PKA by D1 and D2 receptors. These findings reveal a novel and important action of dopamine in motor cortex that might be a future target for selective therapeutic interventions to support learning and recovery of movement resulting from injury and disease.

  17. Task complexity modulates pilot electroencephalographic activity during real flights.

    PubMed

    Di Stasi, Leandro L; Diaz-Piedra, Carolina; Suárez, Juan; McCamy, Michael B; Martinez-Conde, Susana; Roca-Dorda, Joaquín; Catena, Andrés

    2015-07-01

    Most research connecting task performance and neural activity to date has been conducted in laboratory conditions. Thus, field studies remain scarce, especially in extreme conditions such as during real flights. Here, we investigated the effects of flight procedures of varied complexity on the in-flight EEG activity of military helicopter pilots. Flight procedural complexity modulated the EEG power spectrum: highly demanding procedures (i.e., takeoff and landing) were associated with higher EEG power in the higher frequency bands, whereas less demanding procedures (i.e., flight exercises) were associated with lower EEG power over the same frequency bands. These results suggest that EEG recordings may help to evaluate an operator's cognitive performance in challenging real-life scenarios, and thus could aid in the prevention of catastrophic events. PMID:25728307

  18. Space station group activities habitability module study: A synopsis

    NASA Technical Reports Server (NTRS)

    Nixon, David; Glassman, Terry

    1987-01-01

    Space station habitability was studied by investigating crew activity routines, proximities, ergonomic envelopes, and group volumes. Ten alternative schematic interior designs were proposed. Preliminary conclusions include: (1) in-service interior modifications may be necessary and should be planned for; (2) design complexity will be increased if the module cluster is reduced from five to three; (3) the increased crew circulation attendant upon enhancement of space station activity may produce human traffic bottlenecks and should be planned for; (4) a single- or two-person quiet area may be desirable to provide crew members with needed solitude during waking hours; and (5) the decision to choose a two-shift or three-shift daily cycle will have a significant impact on the design configuration and operational efficiency of the human habitat.

  19. Model of multi-modal cortical processing: coherent learning in self-organizing modules.

    PubMed

    Ménard, Olivier; Frezza-Buet, Hervé

    2005-01-01

    In this paper (An abbreviated version of some portions of this article appeared in reference Menard and Frezza-Buet (Menard, O., & Frezza-Buet, H. (2004). Rewarded multi-modal neuronal self-organization: Example of the arm reaching movement. In: Proceedings of international conference on advances in intelligent systems theory and application.), as part of the IJCNN 2005 conference proceedings, published under the IEEE copyright.), an original self-organizing model is presented, with experiments highlighting its ability to be used in different frameworks, as phonetic coding dependent on semantics and arm-reaching. The model relies on the coupling of the learning processes that stand at different self-organizing modules, and exhibits dynamics that can be discussed in terms of the binding of different modalities, scattered over the different modules. Such a binding property is based on an emerging constraint of keeping consistency between the modules. This process is induced by partial connectivity and appropriate neural field competition mechanisms.

  20. The local phospholipid environment modulates the activation of blood clotting.

    PubMed

    Shaw, Andrew W; Pureza, Vincent S; Sligar, Stephen G; Morrissey, James H

    2007-03-01

    Examples abound of membrane-bound enzymes for which the local membrane environment plays an important role, including the ectoenzyme that triggers blood clotting, the plasma serine protease, factor VIIa, bound to the integral membrane protein, tissue factor. The activity of this enzyme complex is markedly influenced by lipid bilayer composition and further by tissue factor partitioning into membrane microdomains on some cell surfaces. Unfortunately, little is known about how membrane microdomain composition controls factor VIIa-tissue factor activity, as reactions catalyzed by membrane-tethered enzymes are typically studied under conditions in which the experimenter cannot control the composition of the membrane in the immediate vicinity of the enzyme. To overcome this problem, we used a nanoscale approach that afforded complete control over the membrane environment surrounding tissue factor by assembling the factor VIIa.tissue factor complex on stable bilayers containing 67 +/- 1 phospholipid molecules/leaflet (Nanodiscs). We investigated how local changes in phospholipid bilayer composition modulate the activity of the factor VIIa.tissue factor complex. We also addressed whether this enzyme requires a pool of membrane-bound protein substrate (factor X) for efficient catalysis, or alternatively if it could efficiently activate factor X, which binds directly to the membrane nanodomain adjacent to tissue factor. We have shown that full proteolytic activity of the factor VIIa.tissue factor complex requires extremely high local concentrations of anionic phospholipids and further that a large pool of membrane-bound factor X is not required to support sustained catalysis.

  1. Nonlinear Learning of Linear Algebra: Active Learning through Journal Writing

    ERIC Educational Resources Information Center

    Hamdan, May

    2005-01-01

    Students find difficulty in learning linear algebra because of the abstraction and formalism associated with concepts such as vector space, linear independence, rank and invertible matrices. Learning the necessary procedures becomes insufficient, and imitating worked examples does not guarantee the maturity level necessary for understanding these…

  2. Toward an autonomous brain machine interface: integrating sensorimotor reward modulation and reinforcement learning.

    PubMed

    Marsh, Brandi T; Tarigoppula, Venkata S Aditya; Chen, Chen; Francis, Joseph T

    2015-05-13

    For decades, neurophysiologists have worked on elucidating the function of the cortical sensorimotor control system from the standpoint of kinematics or dynamics. Recently, computational neuroscientists have developed models that can emulate changes seen in the primary motor cortex during learning. However, these simulations rely on the existence of a reward-like signal in the primary sensorimotor cortex. Reward modulation of the primary sensorimotor cortex has yet to be characterized at the level of neural units. Here we demonstrate that single units/multiunits and local field potentials in the primary motor (M1) cortex of nonhuman primates (Macaca radiata) are modulated by reward expectation during reaching movements and that this modulation is present even while subjects passively view cursor motions that are predictive of either reward or nonreward. After establishing this reward modulation, we set out to determine whether we could correctly classify rewarding versus nonrewarding trials, on a moment-to-moment basis. This reward information could then be used in collaboration with reinforcement learning principles toward an autonomous brain-machine interface. The autonomous brain-machine interface would use M1 for both decoding movement intention and extraction of reward expectation information as evaluative feedback, which would then update the decoding algorithm as necessary. In the work presented here, we show that this, in theory, is possible. PMID:25972167

  3. Toward an autonomous brain machine interface: integrating sensorimotor reward modulation and reinforcement learning.

    PubMed

    Marsh, Brandi T; Tarigoppula, Venkata S Aditya; Chen, Chen; Francis, Joseph T

    2015-05-13

    For decades, neurophysiologists have worked on elucidating the function of the cortical sensorimotor control system from the standpoint of kinematics or dynamics. Recently, computational neuroscientists have developed models that can emulate changes seen in the primary motor cortex during learning. However, these simulations rely on the existence of a reward-like signal in the primary sensorimotor cortex. Reward modulation of the primary sensorimotor cortex has yet to be characterized at the level of neural units. Here we demonstrate that single units/multiunits and local field potentials in the primary motor (M1) cortex of nonhuman primates (Macaca radiata) are modulated by reward expectation during reaching movements and that this modulation is present even while subjects passively view cursor motions that are predictive of either reward or nonreward. After establishing this reward modulation, we set out to determine whether we could correctly classify rewarding versus nonrewarding trials, on a moment-to-moment basis. This reward information could then be used in collaboration with reinforcement learning principles toward an autonomous brain-machine interface. The autonomous brain-machine interface would use M1 for both decoding movement intention and extraction of reward expectation information as evaluative feedback, which would then update the decoding algorithm as necessary. In the work presented here, we show that this, in theory, is possible.

  4. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed Central

    Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. PMID:26086656

  5. Learning Activities Packages, Earth Science and Life Science.

    ERIC Educational Resources Information Center

    Miller Junior High School, Marshalltown, IA.

    Thirteen "Learning Activities Packages" for junior high school students focus on earth science and life science. Individual packages can be used with some lecture and films. Each learning activity package lists behavioral objectives and concepts to be used. Lists of reading assignments and references, along with laboratory activities, are also…

  6. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed

    Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

  7. Modulation of cortical oscillatory activity during transcranial magnetic stimulation.

    PubMed

    Brignani, Debora; Manganotti, Paolo; Rossini, Paolo M; Miniussi, Carlo

    2008-05-01

    Transcranial magnetic stimulation (TMS) can transiently modulate cortical excitability, with a net effect depending on the stimulation frequency (< or =1 Hz inhibition vs. > or =5 Hz facilitation, at least for the motor cortex). This possibility has generated interest in experiments aiming to improve deficits in clinical settings, as well as deficits in the cognitive domain. The aim of the present study was to investigate the on-line effects of low frequency (1 Hz) TMS on the EEG oscillatory activity in the healthy human brain, focusing particularly on the outcome of these modulatory effects in relation to the duration of the TMS stimulation. To this end, we used the event-related desynchronization/synchronization (ERD/ERS) approach to determine the patterns of oscillatory activity during two consecutive trains of sham and real TMS. Each train of stimulation was delivered to the left primary motor cortex (MI) of healthy subjects over a period of 10 min, while EEG rhythms were simultaneously recorded. Results indicated that TMS induced an increase in the power of brain rhythms that was related to the period of the stimulation, i.e. the synchronization of the alpha band increased with the duration of the stimulation, and this increase was inversely correlated with motor-evoked potentials (MEPs) amplitude. In conclusion, low frequency TMS over primary motor cortex induces a synchronization of the background oscillatory activity on the stimulated region. This induced modulation in brain oscillations seems to increase coherently with the duration of stimulation, suggesting that TMS effects may involve short-term modification of the neural circuitry sustaining MEPs characteristics. PMID:17557296

  8. Writing To Learn Activities in Writing across the Curriculum Classrooms.

    ERIC Educational Resources Information Center

    DeNight, Shawn

    Content area teachers interested in using writing to learn activities need to be well informed about the learning promoted by certain writing tasks before assigning them. Writing assignments should not be thoughtlessly and arbitrarily assigned with the expectation that learning, somewhat miraculously or mysteriously, will occur. Although writing…

  9. CurioCity, Developing an "Active Learning" Game.

    ERIC Educational Resources Information Center

    Ferguson, Lynne

    1999-01-01

    Describes a case study that takes readers through a human-centered design process used in developing an "Active Learning" tool, CurioCity, a game for students in grades 7-10. Attempts to better understand multiculturalism and to bridge formal in-school learning with informal field trip learning. (SC)

  10. Individualized Instruction in Science, Earth Space Project, Learning Activities Package.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    Learning Activity Packages (LAP) relating to the earth and space are presented for use in sampling a new type of learning for a whole year. Eighteen topics are incorporated into five units: (1) introduction to individualized learning, (2) observation versus interpretation, (3) chemistry in the space age, (4) the space age interdisciplines, and (5)…

  11. Active Learning by Play Dough Modeling in the Medical Profession

    ERIC Educational Resources Information Center

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  12. An Experimental Method for the Active Learning of Greedy Algorithms

    ERIC Educational Resources Information Center

    Velazquez-Iturbide, J. Angel

    2013-01-01

    Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…

  13. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    ERIC Educational Resources Information Center

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  14. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    ERIC Educational Resources Information Center

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

  15. States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit

    PubMed Central

    Gruber, Matthias J.; Gelman, Bernard D.; Ranganath, Charan

    2014-01-01

    Summary People find it easier to learn about topics that interest them, but little is known about the mechanisms by which intrinsic motivational states affect learning. We used functional magnetic resonance imaging to investigate how curiosity (intrinsic motivation to learn) influences memory. In both immediate and one-day delayed memory tests, participants showed improved memory for information that they were curious about, and also for incidental material learned during states of high curiosity. FMRI results revealed that activity in the midbrain and the nucleus accumbens was enhanced during states of high curiosity. Importantly, individual variability in curiosity-driven memory benefits for incidental material was supported by anticipatory activity in the midbrain and hippocampus and by functional connectivity between these regions. These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity in order to create more effective learning experiences. PMID:25284006

  16. Oxalate Blockage of Calcium and Iron: A Student Learning Activity.

    ERIC Educational Resources Information Center

    Walker, Noojin

    1988-01-01

    Describes a student learning activity used to teach the meaning of percentage composition, mole concept, selective precipitation, and limiting factors. Presents two word problems and their solutions. (CW)

  17. Endocannabinoid modulation of fear responses: learning and state-dependent performance effects.

    PubMed

    Reich, C G; Mohammadi, M H; Alger, B E

    2008-09-01

    Recently, disruption of the endogenous cannabinoid (endocannabinoid, eCB) system was found to impair extinction in delay and contextual fear conditioning models. However, conditioning procedures used in that work precluded investigation of possible eCB effects on acquisition of learned fear. We therefore examined the role of eCBs in modulating fear responses using multiple-trial versions of trace (hippocampal-dependent) and delay (amygdala-dependent) Pavlovian fear conditioning. By administering the CB1 receptor antagonist AM251 (5 mg/kg, i.p) to C57/Bl/6 mice at various times, we systematically identified the stages of learning and memory (i.e. acquisition, consolidation, recall and extinction) that are modulated by eCB signaling. During tone (CS) - footshock (US) conditioning, AM251 enhanced acquisition of freezing behavior for both trace- and delay-conditioning protocols. CB1 antagonism also enhanced generalized fear (baseline freezing) and cued (CS) freezing during memory recall tests in a state-dependent manner for both trace and delay conditioned animals. Furthermore, in trace-conditioned animals, AM251 impaired extinction performance of both cued and generalized fear. CB1 antagonism did not affect short-term memory (STM) or long-term memory (LTM) consolidation processes. Together, these results suggest that during acquisition and recall of aversive learning, eCBs prevent the expression and retention of inappropriate generalized and learned responses. These findings have important implications for the therapeutic use of CB1 antagonists.

  18. A shift of paradigm: from noradrenergic to dopaminergic modulation of learning?

    PubMed

    Breitenstein, Caterina; Flöel, Agnes; Korsukewitz, Catharina; Wailke, Stefanie; Bushuven, Stefan; Knecht, Stefan

    2006-10-25

    d-Amphetamine coupled with behavioral training has been effective for improving functional recovery after stroke. d-amphetamine acts on multiple brain transmitter systems, but the recovery enhancing effect has been attributed to its noradrenergic actions. Another potent modulator of learning is dopamine, which may also enhance stroke recovery in humans. Based on data from previous studies of our group, we compared the learning enhancing effects of d-amphetamine with a more selective dopaminergic substance (levodopa) in identical protocols. Using a prospective, randomized, double-blind, placebo-controlled design, we had taught 60 male healthy subjects a miniature lexicon of 50 concrete nouns over the course of five consecutive training days using an associative learning principle. Subjects had received either d-amphetamine (0.25 mg/kg), levodopa/carbidopa (fixed dose of 100/25 mg), or placebo 90 min prior to training on each of the 5 days. Novel word learning was significantly enhanced in both the d-amphetamine and levodopa groups as compared to the placebo group. The learning superiority was maintained at the two re-assessments (1 week and 1 month post training). Both d-amphetamine and levodopa are thus potent drugs in enhancing learning in humans. We here discuss why the efficiency of both d-amphetamine and levodopa may be related to dopaminergic rather than noradrenergic actions. PMID:16815467

  19. Antipsychotic dose modulates behavioral and neural responses to feedback during reinforcement learning in schizophrenia.

    PubMed

    Insel, Catherine; Reinen, Jenna; Weber, Jochen; Wager, Tor D; Jarskog, L Fredrik; Shohamy, Daphna; Smith, Edward E

    2014-03-01

    Schizophrenia is characterized by an abnormal dopamine system, and dopamine blockade is the primary mechanism of antipsychotic treatment. Consistent with the known role of dopamine in reward processing, prior research has demonstrated that patients with schizophrenia exhibit impairments in reward-based learning. However, it remains unknown how treatment with antipsychotic medication impacts the behavioral and neural signatures of reinforcement learning in schizophrenia. The goal of this study was to examine whether antipsychotic medication modulates behavioral and neural responses to prediction error coding during reinforcement learning. Patients with schizophrenia completed a reinforcement learning task while undergoing functional magnetic resonance imaging. The task consisted of two separate conditions in which participants accumulated monetary gain or avoided monetary loss. Behavioral results indicated that antipsychotic medication dose was associated with altered behavioral approaches to learning, such that patients taking higher doses of medication showed increased sensitivity to negative reinforcement. Higher doses of antipsychotic medication were also associated with higher learning rates (LRs), suggesting that medication enhanced sensitivity to trial-by-trial feedback. Neuroimaging data demonstrated that antipsychotic dose was related to differences in neural signatures of feedback prediction error during the loss condition. Specifically, patients taking higher doses of medication showed attenuated prediction error responses in the striatum and the medial prefrontal cortex. These findings indicate that antipsychotic medication treatment may influence motivational processes in patients with schizophrenia.

  20. Spectrin regulates Hippo signaling by modulating cortical actomyosin activity

    PubMed Central

    Deng, Hua; Wang, Wei; Yu, Jianzhong; Zheng, Yonggang; Qing, Yun; Pan, Duojia

    2015-01-01

    The Hippo pathway controls tissue growth through a core kinase cascade that impinges on the transcription of growth-regulatory genes. Understanding how this pathway is regulated in development remains a major challenge. Recent studies suggested that Hippo signaling can be modulated by cytoskeletal tension through a Rok-myosin II pathway. How cytoskeletal tension is regulated or its relationship to the other known upstream regulators of the Hippo pathway remains poorly defined. In this study, we identify spectrin, a contractile protein at the cytoskeleton-membrane interface, as an upstream regulator of the Hippo signaling pathway. We show that, in contrast to canonical upstream regulators such as Crumbs, Kibra, Expanded, and Merlin, spectrin regulates Hippo signaling in a distinct way by modulating cortical actomyosin activity through non-muscle myosin II. These results uncover an essential mediator of Hippo signaling by cytoskeleton tension, providing a new entry point to dissecting how mechanical signals regulate Hippo signaling in living tissues. DOI: http://dx.doi.org/10.7554/eLife.06567.001 PMID:25826608

  1. Prepulse inhibition modulation by contextual conditioning of dopaminergic activity.

    PubMed

    Mena, Auxiliadora; De la Casa, Luis G

    2013-09-01

    When a neutral stimulus is repeatedly paired with a drug, an association is established between them that can induce two different responses: either an opponent response that counteracts the effect of the drug, or a response that is similar to that induced by the drug. In this paper, we focus on the analysis of the associations that can be established between the contextual cues and the administration of dopamine agonists or antagonists. Our hypothesis suggests that repeated administration of drugs that modulate dopaminergic activity in the presence of a specific context leads to the establishment of an association that subsequently results in a conditioned response to the context that is similar to that induced by the drug. To test this hypothesis, we conducted two experiments that revealed that contextual cues acquired the property to modulate pre-pulse inhibition by prior pairings of such context with the dopamine antagonist haloperidol (Experiment 1), and with the dopamine agonist d-amphetamine (Experiment 2). The implications of these results are discussed both at a theoretical level, and attending to the possibilities that could involve the use of context cues for the therapeutic administration of dopaminergic drugs.

  2. Cinobufagin Modulates Human Innate Immune Responses and Triggers Antibacterial Activity

    PubMed Central

    Xie, Shanshan; Spelmink, Laura; Codemo, Mario; Subramanian, Karthik; Pütsep, Katrin

    2016-01-01

    The traditional Chinese medicine Chan-Su is widely used for treatment of cancer and cardiovascular diseases, but also as a remedy for infections such as furunculosis, tonsillitis and acute pharyngitis. The clinical use of Chan-Su suggests that it has anti-infective effects, however, the mechanism of action is incompletely understood. In particular, the effect on the human immune system is poorly defined. Here, we describe previously unrecognized immunomodulatory activities of cinobufagin (CBG), a major bioactive component of Chan-Su. Using human monocyte-derived dendritic cells (DCs), we show that LPS-induced maturation and production of a number of cytokines was potently inhibited by CBG, which also had a pro-apoptotic effect, associated with activation of caspase-3. Interestingly, CBG triggered caspase-1 activation and significantly enhanced IL-1β production in LPS-stimulated cells. Finally, we demonstrate that CBG upregulates gene expression of the antimicrobial peptides (AMPs) hBD-2 and hBD-3 in DCs, and induces secretion of HNP1-3 and hCAP-18/LL-37 from neutrophils, potentiating neutrophil antibacterial activity. Taken together, our data indicate that CBG modulates the inflammatory phenotype of DCs in response to LPS, and triggers an antibacterial innate immune response, thus proposing possible mechanisms for the clinical effects of Chan-Su in anti-infective therapy. PMID:27529866

  3. Negative Modulation of Androgen Receptor Transcriptional Activity by Daxx

    PubMed Central

    Lin, Ding-Yen; Fang, Hsin-I; Ma, Ai-Hong; Huang, Yen-Sung; Pu, Yeong-Shiau; Jenster, Guido; Kung, Hsing-Jien; Shih, Hsiu-Ming

    2004-01-01

    The transcriptional activity of the androgen receptor (AR) modulated by positive or negative regulators plays a critical role in controlling the growth and survival of prostate cancer cells. Although numerous positive regulators have been identified, negative regulators of AR are less well understood. We report here that Daxx functions as a negative AR coregulator through direct protein-protein interactions. Overexpression of Daxx suppressed AR-mediated promoter activity in COS-1 and LNCaP cells and AR-mediated prostate-specific antigen expression in LNCaP cells. Conversely, downregulation of endogenous Daxx expression by RNA interference enhances androgen-induced prostate-specific antigen expression in LNCaP cells. In vitro and in vivo interaction studies revealed that Daxx binds to both the amino-terminal and the DNA-binding domain of the AR. Daxx proteins interfere with the AR DNA-binding activity both in vitro and in vivo. Moreover, sumoylation of AR at its amino-terminal domain is involved in Daxx interaction and trans-repression. Together, these findings not only provide a novel role of Daxx in controlling AR transactivation activity but also uncover the mechanism underlying sumoylation-dependent transcriptional repression of the AR. PMID:15572661

  4. Superoxide radical and iron modulate aconitase activity in mammalian cells.

    PubMed

    Gardner, P R; Raineri, I; Epstein, L B; White, C W

    1995-06-01

    Aconitase is a member of a family of iron-sulfur-containing (de)hydratases whose activities are modulated in bacteria by superoxide radical (O2-.)-mediated inactivation and iron-dependent reactivation. The inactivation-reactivation of aconitase(s) in cultured mammalian cells was explored since these reactions may impact important and diverse aconitase functions in the cytoplasm and mitochondria. Conditions which increase O2-. production including exposure to the redox-cycling agent phenazine methosulfate (PMS), inhibitors of mitochondrial ubiquinol-cytochrome c oxidoreductase, or hyperoxia inactivated aconitase in mammalian cells. Overproduction of mitochondrial Mn-superoxide dismutase protected aconitase from inactivation by PMS or inhibitors of ubiquinol-cytochrome c oxidoreductase, but not from normobaric hyperoxia. Aconitase activity was reactivated (t1/2 of 12 +/- 3 min) upon removal of PMS. The iron chelator deferoxamine impaired reactivation and increased net inactivation of aconitase by O2-.. The ability of ubiquinol-cytochrome c oxidoreductase-generated O2-. to inactivate aconitase in several cell types correlated with the fraction of the aconitase activity localized in mitochondria. Extracellular O2-. generated with xanthine oxidase did not affect aconitase activity nor did exogenous superoxide dismutase decrease aconitase inactivation by PMS. The results demonstrate a dynamic and cyclical O2-.-mediated inactivation and iron-dependent reactivation of the mammalian [4Fe-4S] aconitases under normal and stress conditions and provide further evidence for the membrane compartmentalization of O2-.. PMID:7768942

  5. Drosophila Paf1 modulates chromatin structure at actively transcribed genes.

    PubMed

    Adelman, Karen; Wei, Wenxiang; Ardehali, M Behfar; Werner, Janis; Zhu, Bing; Reinberg, Danny; Lis, John T

    2006-01-01

    The Paf1 complex in yeast has been reported to influence a multitude of steps in gene expression through interactions with RNA polymerase II (Pol II) and chromatin-modifying complexes; however, it is unclear which of these many activities are primary functions of Paf1 and are conserved in metazoans. We have identified and characterized the Drosophila homologs of three subunits of the yeast Paf1 complex and found striking differences between the yeast and Drosophila Paf1 complexes. We demonstrate that although Drosophila Paf1, Rtf1, and Cdc73 colocalize broadly with actively transcribing, phosphorylated Pol II, and all are recruited to activated heat shock genes with similar kinetics; Rtf1 does not appear to be a stable part of the Drosophila Paf1 complex. RNA interference (RNAi)-mediated depletion of Paf1 or Rtf1 leads to defects in induction of Hsp70 RNA, but tandem RNAi-chromatin immunoprecipitation assays show that loss of neither Paf1 nor Rtf1 alters the density or distribution of phosphorylated Pol II on the active Hsp70 gene. However, depletion of Paf1 reduces trimethylation of histone H3 at lysine 4 in the Hsp70 promoter region and significantly decreases the recruitment of chromatin-associated factors Spt6 and FACT, suggesting that Paf1 may manifest its effects on transcription through modulating chromatin structure. PMID:16354696

  6. Cinobufagin Modulates Human Innate Immune Responses and Triggers Antibacterial Activity.

    PubMed

    Xie, Shanshan; Spelmink, Laura; Codemo, Mario; Subramanian, Karthik; Pütsep, Katrin; Henriques-Normark, Birgitta; Olliver, Marie

    2016-01-01

    The traditional Chinese medicine Chan-Su is widely used for treatment of cancer and cardiovascular diseases, but also as a remedy for infections such as furunculosis, tonsillitis and acute pharyngitis. The clinical use of Chan-Su suggests that it has anti-infective effects, however, the mechanism of action is incompletely understood. In particular, the effect on the human immune system is poorly defined. Here, we describe previously unrecognized immunomodulatory activities of cinobufagin (CBG), a major bioactive component of Chan-Su. Using human monocyte-derived dendritic cells (DCs), we show that LPS-induced maturation and production of a number of cytokines was potently inhibited by CBG, which also had a pro-apoptotic effect, associated with activation of caspase-3. Interestingly, CBG triggered caspase-1 activation and significantly enhanced IL-1β production in LPS-stimulated cells. Finally, we demonstrate that CBG upregulates gene expression of the antimicrobial peptides (AMPs) hBD-2 and hBD-3 in DCs, and induces secretion of HNP1-3 and hCAP-18/LL-37 from neutrophils, potentiating neutrophil antibacterial activity. Taken together, our data indicate that CBG modulates the inflammatory phenotype of DCs in response to LPS, and triggers an antibacterial innate immune response, thus proposing possible mechanisms for the clinical effects of Chan-Su in anti-infective therapy. PMID:27529866

  7. Modulation Effects of Curcumin on Erythrocyte Ion-Transporter Activity

    PubMed Central

    Singh, Prabhakar; Rizvi, Syed Ibrahim

    2015-01-01

    Curcumin ((1E,6E)-1,7-Bis(4-hydroxy-3-methoxyphenyl)-1,6-heptadiene-3,5-dione), the yellow biphenolic pigment isolated from turmeric (Curcuma longa), has various medicinal benefits through antioxidation, anti-inflammation, cardiovascular protection, immunomodulation, enhancing of the apoptotic process, and antiangiogenic property. We explored the effects of curcumin in vitro (10−5 M to 10−8 M) and in vivo (340 and 170 mg/kg b.w., oral) on Na+/K+ ATPase (NKA), Na+/H+ exchanger (NHE) activity, and membrane lipid hydroperoxides (ROOH) in control and experimental oxidative stress erythrocytes of Wistar rats. As a result, we found that curcumin potently modulated the membrane transporters activity with protecting membrane lipids against hydro-peroxidation in control as well as oxidatively challenged erythrocytes evidenced by stimulation of NKA, downregulation of NHE, and reduction of ROOH in the membrane. The observed results corroborate membrane transporters activity with susceptibility of erythrocyte membrane towards oxidative damage. Results explain the protective mechanism of curcumin against oxidative stress mediated impairment in ions-transporters activity and health beneficial effects. PMID:26421014

  8. Bacteria activate sensory neurons that modulate pain and inflammation

    PubMed Central

    Chiu, Isaac M.; Heesters, Balthasar A.; Ghasemlou, Nader; Von Hehn, Christian A.; Zhao, Fan; Tran, Johnathan; Wainger, Brian; Strominger, Amanda; Muralidharan, Sriya; Horswill, Alexander R.; Wardenburg, Juliane Bubeck; Hwang, Sun Wook; Carroll, Michael C.; Woolf, Clifford J.

    2013-01-01

    Summary Nociceptor sensory neurons are specialized to detect potentially damaging stimuli, protecting the organism by initiating the sensation of pain and eliciting defensive behaviors. Bacterial infections produce pain by unknown molecular mechanisms, although they are presumed secondary to immune activation. Here we demonstrate that bacteria directly activate nociceptors, and that the immune response mediated through TLR2, MyD88, T cells, B cells, and neutrophils/monocytes is not necessary for Staphylococcus aureus induced pain in mice. Mechanical and thermal hyperalgesia parallels live bacterial load rather than tissue swelling or immune activation. Bacteria induce calcium flux and action potentials in nociceptor neurons, in part via bacterial N-formylated peptides and the pore-forming toxin alpha-hemolysin through distinct mechanisms. Specific ablation of Nav1.8-lineage neurons, which include nociceptors, abrogated pain during bacterial infection, but concurrently increased local immune infiltration and lymphadenopathy of the draining lymph node. Thus, bacterial pathogens produce pain by directly activating sensory neurons that modulate inflammation, an unsuspected role for the nervous system in host-pathogen interactions. PMID:23965627

  9. Using reusable learning objects.

    PubMed

    Billings, Diane M

    2010-02-01

    Reusable learning objects (RLOs) are predeveloped digital learning activities that can be integrated into lessons, modules, and courses. Several repositories have nursing-specific RLOs waiting to be used by nurse educators.

  10. Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

    ERIC Educational Resources Information Center

    Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

    2012-01-01

    This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

  11. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    ERIC Educational Resources Information Center

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  12. Active Learning in a Non-Majors Biology Class: Lessons Learned

    ERIC Educational Resources Information Center

    McClanahan, Elaine B.; McClanahan, Lon L.

    2002-01-01

    This article describes how a traditional biology lecture course was transformed into an interactive class. A review the activities used, changes made to grading policy, and practical tips for integration of active learning in the classroom are provided. Analysis of student responses to course assessments indicated that active learning experiences…

  13. Modulation of Fgf8 activity during vertebrate brain development.

    PubMed

    Echevarria, Diego; Belo, Jose Antonio; Martinez, Salvador

    2005-09-01

    In recent years much emphasis has been placed on investigation of the precise control of FGF signaling during brain development. Such control is achieved in part by regulatory elements that determine the domains and levels of expression of genes coding for the diverse FGF ligands via specific molecular signaling pathways. There is new knowledge on the operation of such mechanisms in regions of the neural tube involved in the correct patterning of adjacent territories (known as secondary organizers of neural tube pattern). In the present minireview we intend to summarize recent evidence and emerging conclusions on potent modulators that govern the activity of Fgf8 signals in the developing vertebrate brain, focusing our attention on the best known secondary organizer, the isthmic organizer.

  14. Coco is a dual activity modulator of TGFβ signaling

    PubMed Central

    Deglincerti, Alessia; Haremaki, Tomomi; Warmflash, Aryeh; Sorre, Benoit; Brivanlou, Ali H.

    2015-01-01

    The TGFβ signaling pathway is a crucial regulator of developmental processes and disease. The activity of TGFβ ligands is modulated by various families of soluble inhibitors that interfere with the interactions between ligands and receptors. In an unbiased, genome-wide RNAi screen to identify genes involved in ligand-dependent signaling, we unexpectedly identified the BMP/Activin/Nodal inhibitor Coco as an enhancer of TGFβ1 signaling. Coco synergizes with TGFβ1 in both cell culture and Xenopus explants. Molecularly, Coco binds to TGFβ1 and enhances TGFβ1 binding to its receptor Alk5. Thus, Coco acts as both an inhibitor and an enhancer of signaling depending on the ligand it binds. This finding raises the need for a global reconsideration of the molecular mechanisms regulating TGFβ signaling. PMID:26116664

  15. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    ERIC Educational Resources Information Center

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  16. Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

    ERIC Educational Resources Information Center

    Melaku, Samuel; Schreck, James O.; Griffin, Kameron; Dabke, Rajeev B.

    2016-01-01

    Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting…

  17. Design and Development of Physics Module Based on Learning Style and Appropriate Technology by Employing Isman Instructional Design Model

    ERIC Educational Resources Information Center

    Alias, Norlidah; Siraj, Saedah

    2012-01-01

    The study was aimed at designing and developing a Physics module based on learning style and appropriate technology in secondary educational setting by employing Isman Instructional Design Model and to test the effectiveness of the module. The paper draws attention to the design principles which employs Isman Instructional Design Model. The…

  18. Workshop Physics Activity Guide, Module 4: Electricity and Magnetism

    NASA Astrophysics Data System (ADS)

    Laws, Priscilla W.

    2004-05-01

    The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

      Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

    • Physiological expression of olfactory discrimination rule learning balances whole-population modulation and circuit stability in the piriform cortex network.

      PubMed

      Jammal, Luna; Whalley, Ben; Ghosh, Sourav; Lamrecht, Raphael; Barkai, Edi

      2016-07-01

      Once trained, rats are able to execute particularly difficult olfactory discrimination tasks with exceptional accuracy. Such skill acquisition, termed "rule learning", is accompanied by a series of long-lasting modifications to three cellular properties which modulate pyramidal neuron activity in piriform cortex; intrinsic excitability, synaptic excitation, and synaptic inhibition. Here, we explore how these changes, which are seemingly contradictory at the single-cell level in terms of their effect on neuronal excitation, are manifested within the piriform cortical neuronal network to store the memory of the rule, while maintaining network stability. To this end, we monitored network activity via multisite extracellular recordings of field postsynaptic potentials (fPSPS) and with single-cell recordings of miniature inhibitory and excitatory synaptic events in piriform cortex slices. We show that although 5 days after rule learning the cortical network maintains its basic activity patterns, synaptic connectivity is strengthened specifically between spatially proximal cells. Moreover, while the enhancement of inhibitory and excitatory synaptic connectivity is nearly identical, strengthening of synaptic inhibition is equally distributed between neurons while synaptic excitation is particularly strengthened within a specific subgroup of cells. We suggest that memory for the acquired rule is stored mainly by strengthening excitatory synaptic connection between close pyramidal neurons and runaway synaptic activity arising from this change is prevented by a nonspecific enhancement of synaptic inhibition. PMID:27449811

    • Physiological expression of olfactory discrimination rule learning balances whole-population modulation and circuit stability in the piriform cortex network.

      PubMed

      Jammal, Luna; Whalley, Ben; Ghosh, Sourav; Lamrecht, Raphael; Barkai, Edi

      2016-07-01

      Once trained, rats are able to execute particularly difficult olfactory discrimination tasks with exceptional accuracy. Such skill acquisition, termed "rule learning", is accompanied by a series of long-lasting modifications to three cellular properties which modulate pyramidal neuron activity in piriform cortex; intrinsic excitability, synaptic excitation, and synaptic inhibition. Here, we explore how these changes, which are seemingly contradictory at the single-cell level in terms of their effect on neuronal excitation, are manifested within the piriform cortical neuronal network to store the memory of the rule, while maintaining network stability. To this end, we monitored network activity via multisite extracellular recordings of field postsynaptic potentials (fPSPS) and with single-cell recordings of miniature inhibitory and excitatory synaptic events in piriform cortex slices. We show that although 5 days after rule learning the cortical network maintains its basic activity patterns, synaptic connectivity is strengthened specifically between spatially proximal cells. Moreover, while the enhancement of inhibitory and excitatory synaptic connectivity is nearly identical, strengthening of synaptic inhibition is equally distributed between neurons while synaptic excitation is particularly strengthened within a specific subgroup of cells. We suggest that memory for the acquired rule is stored mainly by strengthening excitatory synaptic connection between close pyramidal neurons and runaway synaptic activity arising from this change is prevented by a nonspecific enhancement of synaptic inhibition.

  1. Auditory Cortex Basal Activity Modulates Cochlear Responses in Chinchillas

    PubMed Central

    León, Alex; Elgueda, Diego; Silva, María A.; Hamamé, Carlos M.; Delano, Paul H.

    2012-01-01

    Background The auditory efferent system has unique neuroanatomical pathways that connect the cerebral cortex with sensory receptor cells. Pyramidal neurons located in layers V and VI of the primary auditory cortex constitute descending projections to the thalamus, inferior colliculus, and even directly to the superior olivary complex and to the cochlear nucleus. Efferent pathways are connected to the cochlear receptor by the olivocochlear system, which innervates outer hair cells and auditory nerve fibers. The functional role of the cortico-olivocochlear efferent system remains debated. We hypothesized that auditory cortex basal activity modulates cochlear and auditory-nerve afferent responses through the efferent system. Methodology/Principal Findings Cochlear microphonics (CM), auditory-nerve compound action potentials (CAP) and auditory cortex evoked potentials (ACEP) were recorded in twenty anesthetized chinchillas, before, during and after auditory cortex deactivation by two methods: lidocaine microinjections or cortical cooling with cryoloops. Auditory cortex deactivation induced a transient reduction in ACEP amplitudes in fifteen animals (deactivation experiments) and a permanent reduction in five chinchillas (lesion experiments). We found significant changes in the amplitude of CM in both types of experiments, being the most common effect a CM decrease found in fifteen animals. Concomitantly to CM amplitude changes, we found CAP increases in seven chinchillas and CAP reductions in thirteen animals. Although ACEP amplitudes were completely recovered after ninety minutes in deactivation experiments, only partial recovery was observed in the magnitudes of cochlear responses. Conclusions/Significance These results show that blocking ongoing auditory cortex activity modulates CM and CAP responses, demonstrating that cortico-olivocochlear circuits regulate auditory nerve and cochlear responses through a basal efferent tone. The diversity of the obtained effects

  2. How Do Teachers Learn in the Workplace? An Examination of Teacher Learning Activities

    ERIC Educational Resources Information Center

    Meirink, Jacobiene A.; Meijer, Paulien C.; Verloop, Nico; Bergen, Theo C. M.

    2009-01-01

    In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both…

  3. Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

    ERIC Educational Resources Information Center

    Haselberger, David; Motsching, Renate

    2016-01-01

    Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

  4. A Framework for Adaptive E-Learning Based on Distributed Re-Usable Learning Activities.

    ERIC Educational Resources Information Center

    Brusilovsky, Peter; Nijhavan, Hemanta

    This paper suggests that a way to the new generation of powerful E-learning systems starts on the crossroads of two emerging fields: courseware re-use and adaptive educational systems. The paper presents the KnowledgeTree, a framework for adaptive E-learning based on distributed re-usable learning activities currently under development. The goal…

  5. Designing for Inquiry-Based Learning with the Learning Activity Management System

    ERIC Educational Resources Information Center

    Levy, P.; Aiyegbayo, O.; Little, S.

    2009-01-01

    This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was…

  6. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    ERIC Educational Resources Information Center

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  7. Multiliteracies and Active Learning in CLIL--The Development of Learn Web2.0

    ERIC Educational Resources Information Center

    Marenzi, I.; Zerr, S.

    2012-01-01

    This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…

  8. MCT SWIR modules for passive and active imaging applications

    NASA Astrophysics Data System (ADS)

    Breiter, R.; Benecke, M.; Eich, D.; Figgemeier, H.; Weber, A.; Wendler, J.; Sieck, A.

    2016-05-01

    Based on AIM's state-of-the-art MCT IR technology, detector modules for the SWIR spectral range have been developed, fabricated and characterized. While LPE grown MCT FPAs with extended 2.5μm cut-off have been fabricated and integrated also MBE grown MCT on GaAs is considered for future production. Two imaging applications have been in focus operating either in passive mode by making use of e.g. the night glow, or in active mode by laser illumination for gated viewing. Dedicated readout integrated circuits (ROIC), realized in 0.18μm Si-CMOS technology providing the required functionality for passive imaging and gated imaging, have been designed and implemented. For both designs a 640x512 15μm pitch format was chosen. The FPAs are integrated in compact dewar cooler configurations using AIM's split linear coolers. A command and control electronics (CCE) provides supply voltages, biasing, clocks, control and video digitization for easy system interfacing. For imaging under low-light conditions a low-noise 640x512 15μm pitch ROIC with CTIA input stages and correlated double sampling was designed. The ROIC provides rolling shutter and snapshot integration. To reduce size, weight, power and cost (SWaP-C) a 640x512 format detector in a 10μm pitch is under development. The module makes use of the extended SWIR spectral cut-off up to 2.5μm. To be used for active gated-viewing operation SWIR MCT avalanche photodiodes have been implemented and characterized on FPA level in a 640x512 15μm pitch format. The specific ROIC provides also the necessary functions for range gate control and triggering by the laser illumination. First lab and field tests of a gated viewing demonstrator have been carried out. The paper will present the development status and performance results of AIM's MCT based SWIR Modules for imaging applications.

  9. Caenorhabditis elegans glia modulate neuronal activity and behavior

    PubMed Central

    Stout Jr., Randy F.; Verkhratsky, Alexei; Parpura, Vladimir

    2014-01-01

    Glial cells of Caenorhabditis elegans can modulate neuronal activity and behavior, which is the focus of this review. Initially, we provide an overview of neuroglial evolution, making a comparison between C. elegans glia and their genealogical counterparts. What follows is a brief discussion on C. elegans glia characteristics in terms of their exact numbers, germ layers origin, their necessity for proper development of sensory organs, and lack of their need for neuronal survival. The more specific roles that various glial cells have on neuron-based activity/behavior are succinctly presented. The cephalic sheath glia are important for development, maintenance and activity of central synapses, whereas the amphid glia seem to set the tone of sensory synapses; these glial cell types are ectoderm-derived. Mesoderm-derived Glial-Like cells in the nerve Ring (GLRs) appear to be a part of the circuit for production of motor movement of the worm anterior. Finally, we discuss tools and approaches utilized in studying C. elegans glia, which are assets available for this animal, making it an appealing model, not only in neurosciences, but in biology in general. PMID:24672428

  10. Students' Learning Activities While Studying Biological Process Diagrams

    NASA Astrophysics Data System (ADS)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2015-08-01

    Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students' learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal data and eye-tracking data were collected as indications of students' learning activities. For the verbal data, we applied a fine-grained coding scheme to optimally describe students' learning activities. For the eye-tracking data, we used fixation time and transitions between areas of interest in the process diagrams as indices of learning activities. Various learning activities while studying process diagrams were found that distinguished between more and less successful students. Results showed that between-student variance in comprehension score was highly predicted by meaning making of the process arrows (80%) and fixation time in the main area (65%). Students employed successful learning activities consistently across learning tasks. Furthermore, compared to unsuccessful students, successful students used a more coherent approach of interrelated learning activities for comprehending process diagrams.

  11. From bird to sparrow: Learning-induced modulations in fine-grained semantic discrimination.

    PubMed

    De Meo, Rosanna; Bourquin, Nathalie M-P; Knebel, Jean-François; Murray, Micah M; Clarke, Stephanie

    2015-09-01

    Recognition of environmental sounds is believed to proceed through discrimination steps from broad to more narrow categories. Very little is known about the neural processes that underlie fine-grained discrimination within narrow categories or about their plasticity in relation to newly acquired expertise. We investigated how the cortical representation of birdsongs is modulated by brief training to recognize individual species. During a 60-minute session, participants learned to recognize a set of birdsongs; they improved significantly their performance for trained (T) but not control species (C), which were counterbalanced across participants. Auditory evoked potentials (AEPs) were recorded during pre- and post-training sessions. Pre vs. post changes in AEPs were significantly different between T and C i) at 206-232ms post stimulus onset within a cluster on the anterior part of the left superior temporal gyrus; ii) at 246-291ms in the left middle frontal gyrus; and iii) 512-545ms in the left middle temporal gyrus as well as bilaterally in the cingulate cortex. All effects were driven by weaker activity for T than C species. Thus, expertise in discriminating T species modulated early stages of semantic processing, during and immediately after the time window that sustains the discrimination between human vs. animal vocalizations. Moreover, the training-induced plasticity is reflected by the sharpening of a left lateralized semantic network, including the anterior part of the temporal convexity and the frontal cortex. Training to identify birdsongs influenced, however, also the processing of C species, but at a much later stage. Correct discrimination of untrained sounds seems to require an additional step which results from lower-level features analysis such as apperception. We therefore suggest that the access to objects within an auditory semantic category is different and depends on subject's level of expertise. More specifically, correct intra

  12. From bird to sparrow: Learning-induced modulations in fine-grained semantic discrimination.

    PubMed

    De Meo, Rosanna; Bourquin, Nathalie M-P; Knebel, Jean-François; Murray, Micah M; Clarke, Stephanie

    2015-09-01

    Recognition of environmental sounds is believed to proceed through discrimination steps from broad to more narrow categories. Very little is known about the neural processes that underlie fine-grained discrimination within narrow categories or about their plasticity in relation to newly acquired expertise. We investigated how the cortical representation of birdsongs is modulated by brief training to recognize individual species. During a 60-minute session, participants learned to recognize a set of birdsongs; they improved significantly their performance for trained (T) but not control species (C), which were counterbalanced across participants. Auditory evoked potentials (AEPs) were recorded during pre- and post-training sessions. Pre vs. post changes in AEPs were significantly different between T and C i) at 206-232ms post stimulus onset within a cluster on the anterior part of the left superior temporal gyrus; ii) at 246-291ms in the left middle frontal gyrus; and iii) 512-545ms in the left middle temporal gyrus as well as bilaterally in the cingulate cortex. All effects were driven by weaker activity for T than C species. Thus, expertise in discriminating T species modulated early stages of semantic processing, during and immediately after the time window that sustains the discrimination between human vs. animal vocalizations. Moreover, the training-induced plasticity is reflected by the sharpening of a left lateralized semantic network, including the anterior part of the temporal convexity and the frontal cortex. Training to identify birdsongs influenced, however, also the processing of C species, but at a much later stage. Correct discrimination of untrained sounds seems to require an additional step which results from lower-level features analysis such as apperception. We therefore suggest that the access to objects within an auditory semantic category is different and depends on subject's level of expertise. More specifically, correct intra

  13. Active-Learning Processes Used in US Pharmacy Education

    PubMed Central

    Brown, Stacy D.; Clavier, Cheri W.; Wyatt, Jarrett

    2011-01-01

    Objective To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented. PMID:21769144

  14. The Development of Reflective Undergraduate Students: Assessing the Educational Benefits of Reflective Learning Logs in Entrepreneurship Module

    ERIC Educational Resources Information Center

    Kheng, Yeoh Khar; Sethela, June

    2015-01-01

    The objective of this paper is to analyze written reflections on learning log of among the third and final year students undertaking an entrepreneurship module. Data was collected in the form of written reflection taken from the learning log of 140 students from 3 classes. At the end of the collection only 136 students' responses were managed to…

  15. The Effects of Field Dependent/Independent Style Awareness on Learning Strategies and Outcomes in an Instructional Hypermedia Module

    ERIC Educational Resources Information Center

    Fyle, Clifford Omodele

    2009-01-01

    The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and…

  16. "Module 9": A New Course to Help Students Develop Interdisciplinary Projects Using the Framework of Experiential Learning Theory

    ERIC Educational Resources Information Center

    Canboy, Basak; Montalvo, Adolfo; Buganza, M. Carmen; Emmerling, Robert J.

    2016-01-01

    This paper offers an example of how to introduce student-centred knowledge creation and competency development in a systematic way into a master's programme. The curriculum of a new course called Module 9 was framed according to experiential learning theory. While student teams work on self-selected projects, their learning processes are…

  17. Basolateral Amygdala Projections to Ventral Hippocampus Modulate the Consolidation of Footshock, but Not Contextual, Learning in Rats

    ERIC Educational Resources Information Center

    Huff, Mary L.; Emmons, Eric B.; Narayanan, Nandakumar S.; LaLumiere, Ryan T.

    2016-01-01

    The basolateral amygdala (BLA) modulates memory consolidation for a variety of types of learning, whereas other brain regions play more selective roles in specific kinds of learning suggesting a role for differential consolidation via distinct BLA pathways. The ventral hippocampus (VH), an efferent target of the BLA, has been suggested to…

  18. Cerebellar Norepinephrine Modulates Learning of Delay Classical Eyeblink Conditioning: Evidence for Post-Synaptic Signaling via PKA

    ERIC Educational Resources Information Center

    Fister, Mathew; Bickford, Paula C.; Cartford, M. Claire; Samec, Amy

    2004-01-01

    The neurotransmitter norepinephrine (NE) has been shown to modulate cerebellar-dependent learning and memory. Lesions of the nucleus locus coeruleus or systemic blockade of noradrenergic receptors has been shown to delay the acquisition of several cerebellar-dependent learning tasks. To date, no studies have shown a direct involvement of…

  19. Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI: Needs Analysis Study

    ERIC Educational Resources Information Center

    Ujang, Alijah; Alias, Norlidah; Siraj, Saedah

    2015-01-01

    This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by…

  20. The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum.

    PubMed

    Khalil, Mohammed K; Nelson, Loren D; Kibble, Jonathan D

    2010-01-01

    This study used qualitative and quantitative approaches to evaluate the effectiveness of self-learning modules (SLMs) developed to facilitate and individualize students' learning of basic medical sciences. Twenty physiology and nineteen microanatomy SLMs were designed with interactive images, animations, narrations, and self-assessments. Of 41 medical students, 40 students voluntarily completed a questionnaire with open-ended and closed-ended items to evaluate students' attitudes and perspectives on the learning value of SLMs. Closed-ended items were assessed on a five-point Likert scale (5 = high score) and the data were expressed as mean ± standard deviation. Open-ended questions further evaluated students' perspectives on the effectiveness of SLMs; student responses to open-ended questions were analyzed to identify shared patterns or themes in their experience using SLMs. The results of the midterm examination were also analyzed to compare student performance on items related to SLMs and traditional sessions. Students positively evaluated their experience using the SLMs with an overall mean score of 4.25 (SD ± 0.84). Most students (97%) indicated that the SLMs improved understanding and facilitated learning basic science concepts. SLMs were reported to allow learner control, to help in preparation for subsequent in-class discussion, and to improve understanding and retention. A significant difference in students' performance was observed when comparing SLM-related items with non-SLM items in the midterm examination (P < 0.05). In conclusion, the use of SLMs in an integrated basic science curriculum has the potential to individualize the teaching and improve the learning of basic sciences.

  1. A recommendation module to help teachers build courses through the Moodle Learning Management System

    NASA Astrophysics Data System (ADS)

    Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco

    2016-01-01

    In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.

  2. Brain Gym. Simple Activities for Whole Brain Learning.

    ERIC Educational Resources Information Center

    Dennison, Paul E.; Dennison, Gail E.

    This booklet contains simple movements and activities that are used with students in Educational Kinesiology to enhance their experience of whole brain learning. Whole brain learning through movement repatterning and Brain Gym activities enable students to access those parts of the brain previously unavailable to them. These movements of body and…

  3. Supporting "Learning by Design" Activities Using Group Blogs

    ERIC Educational Resources Information Center

    Fessakis, Georgios; Tatsis, Konstantinos; Dimitracopoulou, Angelique

    2008-01-01

    The paper presents a case study of the educational exploitation of group blogging for the implementation of a "learning by design" activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed…

  4. Teaching Sociological Theory through Active Learning: The Irrigation Exercise

    ERIC Educational Resources Information Center

    Holtzman, Mellisa

    2005-01-01

    For students, theory is often one of the most daunting aspects of sociology--it seems abstract, removed from the concrete events of their everyday lives, and therefore intimidating. In an attempt to break down student resistance to theory, instructors are increasingly turning to active learning approaches. Active learning exercises, then, appear…

  5. Active and Reflective Learning to Engage All Students

    ERIC Educational Resources Information Center

    McCoy, Bryan

    2013-01-01

    This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study…

  6. The Learning Activities Questionnaire: A Tool to Enhance Teaching

    ERIC Educational Resources Information Center

    Ager, Richard

    2012-01-01

    This article describes the Learning Activities Questionnaire (LAQ) and how it can be employed to evaluate learning tasks not typically examined in course evaluation instruments such as readings and assignments. Drawing from behavioral theory in its focus on specific activities, this instrument is simple to interpret and provides clear direction…

  7. Structural Engineering. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…

  8. Teaching for Engagement: Part 3: Designing for Active Learning

    ERIC Educational Resources Information Center

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  9. Photography. Technology Learning Activity. Teacher Edition. Technology Education Series.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…

  10. Tractor Mechanics: Learning Activity Packages 1-19.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    Learning activity packages are presented for teaching tractor mechanics. The first of two sections deals with miscellaneous tasks and contains learning activity packages on cleaning the tractor and receiving new tractor parts. Section 2 is concerned with maintaining and servicing the electrical system, and it includes the following learning…

  11. Students as Doers: Examples of Successful E-Learning Activities

    ERIC Educational Resources Information Center

    Tammelin, Maija; Peltonen, Berit; Puranen, Pasi; Auvinen, Lis

    2012-01-01

    This paper discusses learning language and communication activities that focus on students' concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for…

  12. Incorporating Active Learning with Videos: A Case Study from Physics

    ERIC Educational Resources Information Center

    Lee, Kester J.; Sharma, Manjula D.

    2008-01-01

    Watching a video often results in passive learning and does not actively engage students. In this study, a class of 20 HSC Physics students were introduced to a teaching model that incorporated active learning principles with the watching of a video that explored the Meissner Effect and superconductors. Students would watch short sections of the…

  13. The Green Revolution in Transportation. Resource Recovery. Technology Learning Activities.

    ERIC Educational Resources Information Center

    Technology Teacher, 1991

    1991-01-01

    These two learning activities provide context, objectives, list of materials, student activity, and evaluation criteria. The first involves an automotive class in developing a model alternative fueled vehicle, and the second involves the design of a useful recyclable product. (JOW)

  14. A Typology of Learning Activities for International Business Education.

    ERIC Educational Resources Information Center

    Schertzer, Clinton B.; And Others

    A typology of learning activities for business education was developed at Xavier University (Cincinnati, Ohio) based on three primary goals for internationalization of business education: awareness, understanding, and competency. Fifteen types of internationalization pedagogical activities are identified: international examples, international…

  15. Star Power: Providing for the Gifted & Talented. Module 5. Enrichment Activities for the Gifted/Talented.

    ERIC Educational Resources Information Center

    Mallis, Jackie; Gilman, Sharlene

    The document presents Module 5, enrichment activities for the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction,…

  16. Perceptual learning and generalization resulting from training on an auditory amplitude-modulation detection task.

    PubMed

    Fitzgerald, Matthew B; Wright, Beverly A

    2011-02-01

    Fluctuations in sound amplitude provide important cues to the identity of many sounds including speech. Of interest here was whether the ability to detect these fluctuations can be improved with practice, and if so whether this learning generalizes to untrained cases. To address these issues, normal-hearing adults (n = 9) were trained to detect sinusoidal amplitude modulation (SAM; 80-Hz rate, 3-4 kHz bandpass carrier) 720 trials/day for 6-7 days and were tested before and after training on related SAM-detection and SAM-rate-discrimination conditions. Controls (n = 9) only participated in the pre- and post-tests. The trained listeners improved more than the controls on the trained condition between the pre- and post-tests, but different subgroups of trained listeners required different amounts of practice to reach asymptotic performance, ranging from 1 (n = 6) to 4-6 (n = 3) sessions. This training-induced learning did not generalize to detection with two untrained carrier spectra (5 kHz low-pass and 0.5-1.5 kHz bandpass) or to rate discrimination with the trained rate and carrier spectrum, but there was some indication that it generalized to detection with two untrained rates (30 and 150 Hz). Thus, practice improved the ability to detect amplitude modulation, but the generalization of this learning to untrained cases was somewhat limited.

  17. Melatonin modulates aromatase activity and expression in endothelial cells.

    PubMed

    Alvarez-García, Virginia; González, Alicia; Martínez-Campa, Carlos; Alonso-González, Carolina; Cos, Samuel

    2013-05-01

    Melatonin is known to suppress the development of endocrine-responsive breast cancers by interacting with the estrogen signaling pathways. Paracrine interactions between malignant epithelial cells and proximal stromal cells are responsible for local estrogen biosynthesis. In human breast cancer cells and peritumoral adipose tissue, melatonin downregulates aromatase, which transforms androgens into estrogens. The presence of aromatase on endothelial cells indicates that endothelial cells may contribute to tumor growth by producing estrogens. Since human umbilical vein endothelial cells (HUVECs) express both aromatase and melatonin receptors, the aim of the present study was to evaluate the ability of melatonin to regulate the activity and expression of aromatase on endothelial cells, thus, modulating local estrogen biosynthesis. In the present study, we demonstrated that melatonin inhibits the growth of HUVECs and reduces the local biosynthesis of estrogens through the downregulation of aromatase. These results are supported by three lines of evidence. Firstly, 1 mM of melatonin counteracted the testosterone-induced cell proliferation of HUVECs, which is dependent on the local biosynthesis of estrogens from testosterone by the aromatase activity of the cells. Secondly, we found that 1 mM of melatonin reduced the aromatase activity of HUVECs. Finally, by real‑time RT-PCR, we demonstrated that melatonin significantly downregulated the expression of aromatase as well as its endothelial-specific aromatase promoter region I.7. We conclude that melatonin inhibits aromatase activity and expression in HUVECs by regulating gene expression of specific aromatase promoter regions, thereby reducing the local production of estrogens. PMID:23450505

  18. Belief about Nicotine Modulates Subjective Craving and Insula Activity in Deprived Smokers

    PubMed Central

    Gu, Xiaosi; Lohrenz, Terry; Salas, Ramiro; Baldwin, Philip R.; Soltani, Alireza; Kirk, Ulrich; Cinciripini, Paul M.; Montague, P. Read

    2016-01-01

    Little is known about the specific neural mechanisms through which cognitive factors influence craving and associated brain responses, despite the initial success of cognitive therapies in treating drug addiction. In this study, we investigated how cognitive factors such as beliefs influence subjective craving and neural activities in nicotine-addicted individuals using model-based functional magnetic resonance imaging (fMRI) and neuropharmacology. Deprived smokers (N = 24) participated in a two-by-two balanced placebo design, which crossed beliefs about nicotine (told “nicotine” vs. told “no nicotine”) with the nicotine content in a cigarette (nicotine vs. placebo) which participants smoked immediately before performing a fMRI task involving reward learning. Subjects’ reported craving was measured both before smoking and after the fMRI session. We found that first, in the presence of nicotine, smokers demonstrated significantly reduced craving after smoking when told “nicotine in cigarette” but showed no change in craving when told “no nicotine.” Second, neural activity in the insular cortex related to craving was only significant when smokers were told “nicotine” but not when told “no nicotine.” Both effects were absent in the placebo condition. Third, insula activation related to computational learning signals was modulated by belief about nicotine regardless of nicotine’s presence. These results suggest that belief about nicotine has a strong impact on subjective craving and insula responses related to both craving and learning in deprived smokers, providing insights into the complex nature of belief–drug interactions. PMID:27468271

  19. Copper is an endogenous modulator of neural circuit spontaneous activity

    PubMed Central

    Dodani, Sheel C.; Firl, Alana; Chan, Jefferson; Nam, Christine I.; Aron, Allegra T.; Onak, Carl S.; Ramos-Torres, Karla M.; Paek, Jaeho; Webster, Corey M.; Feller, Marla B.; Chang, Christopher J.

    2014-01-01

    For reasons that remain insufficiently understood, the brain requires among the highest levels of metals in the body for normal function. The traditional paradigm for this organ and others is that fluxes of alkali and alkaline earth metals are required for signaling, but transition metals are maintained in static, tightly bound reservoirs for metabolism and protection against oxidative stress. Here we show that copper is an endogenous modulator of spontaneous activity, a property of functional neural circuitry. Using Copper Fluor-3 (CF3), a new fluorescent Cu+ sensor for one- and two-photon imaging, we show that neurons and neural tissue maintain basal stores of loosely bound copper that can be attenuated by chelation, which define a labile copper pool. Targeted disruption of these labile copper stores by acute chelation or genetic knockdown of the CTR1 (copper transporter 1) copper channel alters the spatiotemporal properties of spontaneous activity in developing hippocampal and retinal circuits. The data identify an essential role for copper neuronal function and suggest broader contributions of this transition metal to cell signaling. PMID:25378701

  20. Hydrophobic Moiety of Cationic Lipids Strongly Modulates Their Transfection Activity

    SciTech Connect

    Koynova, Rumiana; Tenchov, Boris; Wang, Li; MacDonald, Robert C.

    2010-01-18

    Synthetic cationic lipids are widely used components of nonviral gene carriers, and the factors regulating their transfection efficiency are the subject of considerable interest. In view of the important role that electrostatic interactions with the polyanionic nucleic acids play in formation of lipoplexes, a common empirical approach to improving transfection has been the synthesis and testing of amphiphiles with new versions of positively charged polar groups, while much less attention has been given to the role of the hydrophobic lipid moieties. On the basis of data for {approx}20 cationic phosphatidylcholine (PC) derivatives, here we demonstrate that hydrocarbon chain variations of these lipids modulate by over 2 orders of magnitude their transfection efficiency. The observed molecular structure-activity relationship manifests in well-expressed dependences of activity on two important molecular characteristics, chain unsaturation and total number of carbon atoms in the lipid chains, which is representative of the lipid hydrophobic volume and hydrophilic-lipophilic ratio. Transfection increases with decrease of chain length and increase of chain unsaturation. Maximum transfection was found for cationic PCs with monounsaturated 14:1 chains. It is of particular importance that the high-transfection lipids strongly promote cubic phase formation in zwitterionic membrane phosphatidylethanolamine (PE). These remarkable correlations point to an alternative, chain-dependent process in transfection, not related to the electrostatic cationic-anionic lipid interactions.